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MIDDLE STATES ASSOCIATION OF COLLEGES AND SCHOOLS

COMMISSIONS ON ELEMENTARY AND SECONDARY SCHOOLS

EXCELLENCE BY DESIGN

A Self-Study for Accreditation by the Middle States

Association

St. John the Beloved Wilmington, Delaware

DATES OF TEAM VISIT

November 17 – 20, 2015

Richard D. Hart

Principal

Kathleen Kenney

Mary Lou Soltys

Internal Coordinators

3624 Market Street 2 West Philadelphia, PA 19104

Telephone: (267) 284-5000 FAX: (215) 662-0957 Email: [email protected]

www.msa-cess.org

http://www.msa-cess.org/

TABLE OF CONTENTS

Page

Description of the School 1

Organization for Self-Study 3

Internal Coordinators 3

The Planning Team 4

Role of the School's Leadership and Governance 6

Implementing a Planning Ethic 7

A Plan for Communication and Awareness 10

A Plan for Periodic Reviews of the Plan for Growth 11

The School's Mission, Beliefs, and Profile of Graduates 12

Mission 12

Beliefs 13

Profile of Graduates 15

Profile of the School 17

The Community 17

School Information 22

Student Performance 33

Profile of Organizational Capacity 44

Introduction 44

Mission Standard 45

Governance and Leadership Standard 49

School Improvement Planning Standard 60

Finances Standard 65

Facilities Standard 73

School Organization and Staff Standard 79

Health and Safety Standard 86

Educational Program Standard 95

Assessment and Evidence of Student Learning Standard 106

Student Services Standard 112

Student Life and Student Activities Standard 121

Information Resources Standard 126

Self Assessment of Adherence to the Indicators of Quality for

Curriculum, Instruction and Assessment

134

Page

Introduction 136

Issues Related to Indicators of Quality 139

Curriculum (faculty responses) 141

Instruction 144

Assessment 145

Curriculum (parent responses) 147

Instruction 151

Assessment 153

Organizational and Performance Objectives 155

Organizational Capacity Objective #1 Technology 157

Student Performance Objective #1 Math 162

Performance Objective #2 Coordination of Service Component 166

Excellence by Design Self-Study (2014) Page 1

©2014, Middle States Commissions on Elementary and Secondary Schools

DESCRIPTION OF THE SCHOOL

Official Name of the School Saint John the Beloved

Address of the Main Campus

(street address, city, state, zip

code)

905 Milltown Road

Wilmington, Delaware 19808

Telephone Number of Main

Campus 302 998 5525

Fax Number of Main Campus 302 998 1923

Name and Title of Head of

School Mr. Richard D. Hart, Principal

E-mail Address of Head of the

School [email protected]

Website Address for the School

Type of Organization (check

all that apply)

Public

Independent

Not for Profit

Proprietary

X Religious

X Academic

Career and Technical

Secondary Students

Postsecondary Students

Names and Addresses of All

Branch Campuses

n/a

Year School Began Operating 1957

Date Charter/License to

Operate Granted

Grade Levels Currently Served Pre-K (4 yr) and K – 8th grades

Number of students 568

Year of First Graduating Class 1965

State/Agency/Country

Granting License to Operate Delaware

Diplomas/Certificates School is

Licensed to Grant

8th Grade Diploma

mailto:[email protected]



Calendar System (quarter,

semester, trimester, 12-month,

other)

Trimester

Currently Accredited by Name of Agency Accredited Until

Middle States Association 2015

Other (Indicate):



ORGANIZATION FOR SELF-STUDY

In this section of the school's self-study, the school is asked to ensure it has the organizational

elements and processes that are necessary for the school to be successful in achieving its Plan

for Growth and Improvement. The school has or has developed the organizational elements

and processes described below:

Leadership

A. Internal Coordinators

The Internal Coordinators for the self-study and accreditation process are:

Name Role in the School

Mary Lou Soltys, Ed.D. Assistant Principal

Kathleen Kenney, M.Ed. Religion and Mentoring Coordinator,

7th Grade Teacher

How and why were the Internal Coordinators selected?

Mrs. Soltys serves as Academic Dean of the school. Ms. Kenney currently teaches 7th grade

and works with the Superintendent on the Teacher Mentoring Program for the Diocese of

Wilmington. Both have many years of experience as Middle States Chairpersons and as

team members on Visiting Accreditation Teams.

How did the Internal Coordinators fulfill their role and responsibilities?

Mrs. Soltys and Ms. Kenney met throughout the summer of 2014 to determine a time-line

for completing each phase of the Middle States Self-Study. They met with Faculty and

Parent Planning Committees on a monthly basis beginning in August 2014. Ms. Kenney

organized and supervised all survey components, i.e. Standard Reviews and Self-Assessment

to Indicators of Quality. Mrs. Soltys organized all other report requirements and typed the

report for submission.

What kinds of support and assistance were provided to the Internal Coordinators to enable

them to fulfill their responsibilities?

Support and assistance provided by: Faculty, School Staff, Parish Priests and Staff,

Students, Parent Planning Committee and School Families.



B. The Planning Team

The members of the Planning Team are:

Name Role in the School

Mrs. Mary Lou Soltys

Ms. Kathleen Kenney

Assistant Principal, Chairperson

7th Grade Teacher, Chairperson

Mrs. Ruth Chandlee Middle School Coordinator, 8th gr Teacher

Mrs. Gerry McGivney Intermediate Coordinator, 5th gr Teacher

Mrs. Barbara Dawson Primary Coordinator, 1st gr Teacher

Mrs. Julie Donofrio Early Childhood Coordinator, K Teacher

Ms. Cindy Luce Computer Teacher

Mrs. Sharon Magee Counselor

Fr. Brian Lewis Associate Pastor

Mrs. Christy Pastro Parent

Mr. Richard Ross Parent

Mrs. Lauren Maguire Parent

Mrs. Debbie Portale Parent, Home and School Officer

Mrs. Joan Fassano Parent

What charge was given to the Planning Team? What authority was it given to oversee,

monitor, and make decisions regarding the school’s planning for growth and improvement

in student performance and organizational capacity?

The Planning Committee met monthly beginning in August 2014. The primary

responsibilities of the Planning Committee were as follows:

1. Become familiar with the process for Middle States;

2. Engage other stakeholders throughout the duration of our review;

3. On a monthly basis, review timeline work for completion and accuracy;

4. Outline a system for providing resources to implement Action Plans;

5. Develop a plan for communication and awareness of planning and goals;

6. Plan accommodations and reception for Visiting Team members.

How does the membership of the Team reflect the diversity within the school’s community

of stakeholders?



Primary stakeholders for the success of Saint John the Beloved School are represented by

members of this committee: Parents (with children in diverse grades); Team Leaders/Level

Coordinator Teachers from all grade levels K through 8th grades; the Parish Associate

Pastor; Guidance Counselor (works with children pre-K through 8th); Computer Teacher (all

students pre-K through 8th) and School Administrators.

How were the members of the Planning Team selected?

Internal Coordinators for the Middle States study choose participating teachers and

chairpersons. Mrs. Debbie Portale, who is Chairperson of the Planning Team,

recommended parent members. More parents volunteered their involvement during our 1st

Trimester Coffee and Conversation with the Principal.

How does the Planning Team function and make its decisions?

The Planning Team met monthly at the end of every month and assured that work was

thoroughly accomplished and in compliance with our timeline. Monthly faculty meetings

were held on the 4th Thursday of every month. Therefore, the entire school faculty had an

opportunity to review progress on the study before it was discussed by the Planning Team,

which always met after the faculty meetings. Decisions were made collaboratively through

group discussion at planning team meetings and faculty meetings.

How often did the Planning Team meet? (Provide a list of the Planning Team’s meetings

and minutes in the Visiting Team’s workroom.)

The Planning Team met monthly beginning on August 21, 2014. A binder with meeting

dates and minutes is available in the Visiting Team Workroom.

What is the Planning Team’s relationship to any other groups in the school, if any,

responsible for planning for growth and improvement in student performance?

The chairperson of this committee, Mrs. Debbie Portale is the immediate past president of

our Home and School Association. She has two Intermediate Level children at the school.

Mr. Ross is a parent of a Primary Level child. Mrs. Pastro is the parent of three school

students at Primary, Intermediate and Middle School Levels. Mrs. Fassano has three

children who have graduated from SJB and her youngest is currently in third grade.

Teacher selection also reflects diversity in our school community; they were selected across

grade levels and content areas including computer/technology, health and guidance. Mrs.

Thompson, Administrative Assistant has worked at SJB school for the past 30 years.



What is the Planning Team’s plan for rotating membership and identifying new members?

What is the plan for training and orienting new members to the work of the Team?

This team will not rotate membership. We believe consistency is key for a solid work

ethic… Initial training was accomplished at the August and September meetings by the

Internal Coordinators, Kathleen Kenney and Mary Lou Soltys. We do add additional

members who ask to work on the committee. Mrs. Santoro, Mrs. Maguire and Mrs. Fassano

all volunteered to join the Planning Team in January 2015.

How will the Planning Team function after the visit of the Visiting Team and during the

implementation of the Plan for Growth and Improvement?

Key responsibilities of the Planning Team include making accommodations for the Visiting

Team and for communicating all matters involving Middle States to the greater

school/parish community. The team has grown in a cohesive function and will meet on a

yearly schedule to assist with the Annual Report thus assuring ongoing success.

C. Role of the School’s Leadership and Governance

What role has the school’s leadership and governance played in the self-study process and

the planning for growth and improvement in student performance?

The school’s leadership and governance has played a significant and supportive role in the

self-study process and in planning for growth and improvement in student performance.

Teachers, administrators, parents, student council members and parish representatives have

worked together to establish and pace the following goals:

1. Identify the schools strengths, weaknesses, opportunities and threats;

2. Use data to substantiate our self-study assessment and goal-planning;

3. Design a plan that becomes a “living document” to support growth and student

improvement.

How has the leadership provided support for the self-study and accreditation processes?

The School Superintendent for the Diocese of Wilmington, Dr. Lou De Angelo, has adopted

“Excellence by Design” as the Middle States Protocol for all diocesan schools. The

leadership team at St. John the Beloved School totally supports the selection of this protocol

and the diocesan-wide effort to obtain Middle States Accreditation. The principal and

administrative team has endorsed staff development by adjusting the school calendar to

allow school/community workshops to analyze survey data and collaborate as a team in

addressing strengths, weaknesses, opportunities and threats. i.e. establishing goals for

growth.



If the school is part of a larger system of schools, what role did the leadership and

governance of the system play in the planning process? What kind of support did that

leadership and governance provide for the school’s planning efforts?

The Superintendent for the Diocese of Wilmington scheduled regular workshops at the

School’s Office in Wilmington to assure complete understanding of the protocol for

“Excellence by Design”. Additionally, the Diocese has established a Middle States contact,

Dr. Angela Rufo, to address any of our particular concerns as a school.

D. Implementing a Planning Ethic

The school community of St. John the Beloved is committed to developing a Middle States

planning process that is vision-driven and action-oriented toward an ultimate goal of school

improvement and growth. All stakeholders are determined to recognize the need for

growth as well to affirm the success of programs that have consistently displayed growth

and strength.

PHASE 1: OVERVIEW OF THE PLANNING ETHIC

June 25, 2014

Step 1: Internal Coordinators of the Planning Team

Mary Lou Soltys

Kathleen Kenney

Step 2: Planning Team

Mrs. Debbie Portale (chairperson) _ Call all parents 8/1/14

Ruth Chandlee

Gerry McGivney

Barbara Dawson

Julie Donofrio

Cindy Luce

Sharon Magee

Fr. Brian Lewis

Mrs. Pastro

Mr. Ross

Mrs. Mary Ann Thompson

Step 3: Planning Team Meets August 21, 2014

Outline of work and role of team ~ monthly communication

Monthly meeting dates

Contact points for Visiting Team

August 14, 2014 Completion of Phase I



PHASE II: LAYING THE FOUNDATION August 19, 2014

Step 1: Faculty Meeting

Initial work on Mission Statement - lived by practice of respect, reverence and

responsibility.

Belief Statement (Richard Hart)

Profile of the Graduate (Sharon Magee)

October 15, 2014 Completion of Phase II

PHASE III: DEVELOPING A PROFILE OF THE SCHOOL AND ITS COMMUNITY June 9, 2014

Step 1: Demographics

Marie Malatesta

Sharon Breznitsky

Mary Lou Soltys

November 11, 2014 Completion of Demographics

Step 2: Standards

Kathleen Kenney

Sharon Breznitsky (Survey Monkey)

Twelve Committee Chairs

Total Faculty

Inservice Work Day November 3, 2014 (full day)

December 1, 2014 Completion of Phase III

PHASE IV: LAYING THE FOUNDATION (Curriculum Goals)

January 7, 2015

Step 1 Math

(Richard Hart – Advisor)

Gerry McGivney – Chairperson

Janet Grimes - Chairperson

Debbie Matthias

Danielle Dohl

Cheryl Smith

Mary Beth Connell

Step 2 Technology

Cindy Luce - Chairperson

Debi Morgan

Julie Donofrio

Amanda Miller

Jessie Metz



Step 3 Religion

Diwanna Walus – Chairperson

Jacqueline Dayett

Dawn Hartley

Kathleen Kenney

Jessica Nowell

Inservice Day February 6, 2015

March 1, 2015 Completion of Phase IV

PHASE V: DEVELOPING A PLAN (Internal Coordinators and Planning Team)

April 5, 2015 Completion of Self-Study (Rough Draft)

To Be Determined: One Additional Inservice Day

** Cindy Luce: Put all self-study work on Google Apps or shared drive.

PHASE VI: HOSTING THE ACCREDITATION TEAM

Chairperson: Mary Ann Thompson: Home and School Officers

Planning Team

1. Room, Transportation and Meal Arrangements

2. Welcoming Reception

3. Schedules for Interviews and Observations

4. Team Work Room: Set-Up, Documentation, Schedules, etc.

5. Examples of Upgraded Text Books and Curriculum Guides, Communication with Parents



E. A Plan for Communication and Awareness

A previous Middle States goal for us involved a rigorous effort to improve communication

with the greater parish/community members. We are proud of our accomplishments in this

area and are now making good use of the following venues to share our current Middle

States planning process and progress towards setting new goals:

1. Updated and enhanced school web-site that is updated daily

2. “School-Reach” communication with every family

3. Monthly school newsletters that are posted on the web-site

4. Parent portal for student grades

5. Weekly school updates in the Parish Bulletin

6. Monthly faculty meetings

7. Monthly meetings with Strategic Planning Parent Committee

8. Trimester Parent Information Conferences with Principal & Assistant Principal

9. Publication of an Annual Report

10. Weekly Memo for faculty and staff

OUTLINE OF STRATEGIC PLANNING

Internal

Coordinators

Planning

Team

Indicators of

Quality for:

Curriculum

Student

Services

Information

Resources

Educational

programs

Finances

Facilities

Student

Performance

Goals

Math

Technical

Literacy

Commitment

to Service

Mission

Beliefs

Profiles



F. A Plan for Periodic Reviews of the Plan for Growth and Improvement

Our first step was to establish a time-line. This was accomplished by Internal Coordinators

in June 2014. Stakeholder committees were then formed based on expertise and interest.

Discussions and planning takes place on the following schedule: Level Coordinators

Meetings - every mid-month; Faculty Meetings – end of every month; Planning Committee

Meetings – every end of month; Professional Development Days – November 3, 2014 and

February 6, 2015. We have reserved one additional Professional Development Day to be

utilized as needed. After Faculty Meetings, committees assign work sessions as convenient

to teachers’ schedules.

All surveys were completed during October 2014. They were analyzed by faculty/staff

committees and Planning Committee members in November 2014. Beginning in January

2015, Action Plans were delineated. Various committees are responsible for following the

planning process, assuring accuracy of assessments and analyzing data. Minutes of all

committee meetings will be shared at Faculty Meetings and Planning Committee Meetings.

Overall progress with Action Plans will be posted on the web-site and published in our

Annual Report. This information will also be shared during Parent Information

Conferences with the Principal that are scheduled during each trimester.



THE SCHOOL’S MISSION,

BELIEFS, AND PROFILE OF GRADUATES

The first major task of the self-study process is establishing a preferred future for the school.

This is done by developing or reviewing/revising the school's Foundation Documents, which

include: Mission, Beliefs, and Profile of Graduates. These foundational documents answer the

following questions:

What is our vision for a better future for the children of our school?

What beliefs or core values will guide our journey?

What will our students have to know, be able to do, and to demonstrate for us to achieve our

mission?

These statements are the cornerstone the school’s long-range planning and day-to-day

decision-making.

A. MISSION

What is the school’s Mission?

The Mission of St, John the Beloved Catholic School is to teach and model the Gospel

values of Jesus Christ, foster academic excellence and encourage service to others.

How and by whom was the school's Mission developed/reviewed/revised?

All stakeholders in our Self-Study agreed to no changes in our current Mission Statement.

The statement was developed by strategic planning committees of parents, teachers and

parish staff members. The meaning is clearly understood and proclaimed by Student

Council officers with morning prayer every day.

Our objective in the statement was to agree on words that would most concisely express

who we are and what we do as a Catholic school community. The most important priority

in mapping our school identity was to highlight our commitment to Gospel values, high

standards in school work and our responsibility of service to others. Because the original

teachers at SJB were Sisters of St. Francis, we also wanted to include some aspects of

Franciscan spirituality.



How does the school ensure that its community of stakeholders understands and supports

its Mission?

We print our School Mission in the weekly Church Bulletin and on every school

publication, e.g. the Annual Report. Student Council representatives proclaim the School

Mission every morning with a.m. prayer. They also read our Mission at monthly school

liturgies. Our Mission is posted in every classroom.

What is the date of the most recent revision/adoption of the school’s mission? Who

approved the most recent revision/adoption?

The most recent revision occurred November 3, 2014. All staff/faculty were involved in the

process, along with Internal Coordinators and the full Planning Team. It was important to

us to involve all stakeholders because the school’s Mission Statement guides our decision-

making and assures that action planning will further our mission.

Where is the mission formally published?

Our Mission Statement is published on our school website and in our SJB Annual Report

and in all school handbooks (Parent/Student; Faculty/Staff; Middle School and After-Care)

B. BELIEFS

What are the school’s Beliefs?

1. We believe that Reverence, Respect and Responsibility are the foundation of our

Catholic school.

2. We believe that the whole child will be developed spiritually, intellectually,

physically and socially.

3. We believe that the academic and Catholic religious formation of our students is a

shared responsibility among the home, the school and the parish.

4. We believe that the diverse academic needs of students are met in a rich learning

environment with a challenging curriculum and dedicated teachers.



How and by whom were the school's Beliefs developed/reviewed/revised?

Belief Statements are expressions of the school’s values and become the foundation of a

strong strategic plan. They must outline what members of the school community are

willing to work for. They serve as a moral compass for the school and should communicate

the spiritual, intellectual and socio-economic philosophies that underlie the nature of the

school.

Because our Mission Statement includes teaching/modeling Gospel values, academic

excellence and service to others, we wanted our Belief Statements to also address those

ideals. Teachers brought various ideas forward during their September 2014 Level

Meetings. From this process, the ten statement of greatest importance to teachers and

administrators were recorded and passed on for consideration by the Planning Team and

parish staff.

With the exception of statement #4, our Belief Statements were approved at the October

2014 Faculty Meeting and at the October 2014 October Planning Team Meeting. All

faculty/staff and stakeholders were involved in the development of these statements.

Standard #4 was composed and reviewed by stakeholders at the November 3, 2014

Professional Development Day.

How does the school ensure that its community of stakeholders understands and supports

its Beliefs?

We publish Belief Statements on our school web-site and in our Annual Report. They are

recited at the beginning of every faculty meeting and serve as an expression of fundamental

commitments at SJB school. They are also printed with the Mission Statement in all of our

SJB handbooks.



C. PROFILE OF GRADUATES

What is the school’s Profile of Graduates?

Graduates exhibit a strong foundation in the Catholic faith that is based on a deepening relationship with Jesus.

* Graduates practice the values of Reverence, Respect and Responsibility to inform choices in their lives and continue to model Franciscan values in order to lead a moral life.

* Graduates continue to be sensitive to others in need and to participate in service-related opportunities locally and globally.

* Graduates recognize the privilege and value of their education; they utilize their skills to lead and to collaborate with others.

* Graduates continue to participate in the supportive and caring community at St. John the Beloved in order to grow and to benefit from its strength.

* Graduates become examples of Christian leaders who are confident and who have the courage to "think out of the box".

How and by whom was the school's Profile of Graduates developed/reviewed/revised?

Faculty, staff, priests and parents were all represented in the development, review and

revision of our Graduate Profile. This work began in May 2014 and continued through

December 2014. Chairperson was our School Counselor, Mrs. Sharon Magee. Sharon initially

compiled a survey that was sent to a total of 25 parents ranging from parents of Kindergarten

to parents of graduating 8th grade students. The survey was also given to Team Leaders for

discussion at their level meetings. When all responses were returned to Sharon in early

October, she prioritized characteristics by frequency and composed a draft for the Graduate

Profile. This draft was reviewed by the Planning Team on November 24th and by the teachers

at the January Level Meetings. Considerable discussion ensued and final approval from

faculty, staff and Planning Team members occurred in February 2015.



How does the school ensure that everyone understands and supports its Profile of

Graduates?

The “Profile of our Graduates” is a newly established document, composed in response to the

required work for this Middle States Report. Now that it has been approved by Parents,

Teachers and Parish Staff, it will be published in our Annual Report and on our school

website. The statement reflects and incorporates elements of our Mission and Belief

Statements. We recite these expectations daily during morning announcements and begin

school liturgies with a procession of banners that display the expectations of Reverence,

Respect and Responsibility.



THE PROFILE OF THE SCHOOL

A. THE COMMUNITY

Saint John the Beloved School is located in a middle-class suburban section of Wilmington

in northern New Castle County, Delaware. The demographic makeup of this suburb has

remained static and stable for the past ten years. At least 30% of our students have a parent

who graduated from our program. The following graphics display socioeconomic,

demographic and geographic characteristics of the community.

ZIP CODE 19808 RACIAL PROFILE



ZIP CODE 19808 SCHOOL ENROLLMENT

ZIP CODE 19808 EMPLOYMENT



ZIP CODE 19808 OCCUPATIONS

ZIP CODE 19808 INCOME



During the past 15 years, 9 Parish Schools in the Diocese of Wilmington have closed due to

demographic shifts. Three new Diocesan Schools have opened, again, due to demographic

shifts of the Catholic populations south to Kent and Sussex Counties of Delaware. As

neighboring Catholic schools closed. SJB benefitted with a substantial number of transfer

students.

Catholic Parishes in New Castle County, Delaware:

Next Five Years:

All Saints Catholic

St. John the Beloved

St. John/Holy Angels

St. Mary Magdalen

All Saints Catholic

All Saints Catholic

St. Joseph on the Brandywine

All Saints Catholic

Immaculate Heart of Mary

St. Elizabeth

All Saints Catholic

St. Peter the Apostle Christ the Teacher

Christ the Teacher

Christ the Teacher

St. Anne’s

Interparochial Schools

Parochial Schools

No School

St. John the Beloved

St. Peter Cathedral



New Public Schools and Rezoning

Current major challenges to our student population are presented by the building of three

new public elementary and two new charter schools.

2 YR

3 YR

ECP

KIND

1ST

2ND

3RD

4TH

5TH

6TH

7TH

8TH



List the major educational and cultural programs and facilities in the community that are

available for use by the schools and their students.

Program/Facility

Longwood Gardens Delaware Natural History Museum

Fort Delaware Delaware Childrens’ Theater

University of Delaware Wilmington University

Ashland Nature Center Winterthur Museum and Gardens

Hagley Museum AI Du Pont Children’s Hospital

Historic New Castle Millburn Orchards

Delaware Symphony Orchestra Coleman Tree Farm

Fellowship Farm Franklin Institute

Hockessin Athletic Club Chinese American Cultural Center

New Castle County Libraries Brandywine River Museum

Delaware Art Museum Agricultural Museum

Zwaanendael Museum Delaware Center for Contempory Arts

Wilmington and Western Railroad DuPont Theater

Delaware Grand Opera House World Café Live

Gettysburg Battle Field and Museum New Jersey Aquarium

Kimmel Center New York City and Washington D.C.

Historic Philadelphia: Independence Hall, Liberty Bell, Constitution Center,

Brandywine Zoo, Philadelphia Zoo, etc.

B. SCHOOL INFORMATION

B.1. History of the School:

Provide a brief history of the school. Include key milestones and developments in the life of

the school.

In 1953, after two years of searching for a desirable site, his Excellency Bishop E. J.

Fitzmaurice and the Monsignor John J. Lynch decided to purchase a nine acre farm on

Milltown Road, which included a nine room house. Boundaries for the proposed parish were

loosely drawn up and some 500 families began congregating at the armory on Kirkwood

Highway for Sunday service. Bishop Fitzmaurice appointed Rev. John J. Sheehy, the founding

pastor of the parish, to select a new name for the community, to organize a building program

and to establish various parish committees. During this time, a contract for the design of the

school was confirmed.



Construction began in the summer of 1956 and in August 1957, seven Sisters of St. Francis of

Philadelphia moved into their new home and began preparations for students to enter their

new school. On September 4, 1957, Sister M. Eutropia OSF, the grade school principal, along

with four sisters and four lay teachers, opened the doors to approximately 500 students. The

school at this time was a nine classroom structure.

With time and the expansion of surrounding suburbia, St. John the Beloved’s much heralded

school became increasingly crowded. Enrollment increased from 500 in 1957 to 940 in 1963,

requiring the scheduling of split academic sessions, under the principal-ship of Sister Edward

Augustine, OSF. To meet the demands of this growth a new junior school was built and on

September 6, 1964, it opened to provide much needed classroom space.

In its first 15 years of growth, St. John’s experienced many clergy changes; the second and

third pastors respectively were the Rev. Alex Gorski and the Rev. Monsignor John H. Dewson,

and the third principal was Sister M. Synesia, OSF. Later, in 1971, Sister M. Rita Thomas,

OSF, assumed the principal-ship of the school and introduced updated teaching methods in

reading and mathematics. In 1974, the new church was built. The fulfillment of a promise

made to the parishioners since 1955 was realized on December 21, 1976 with the dedication of

the church. Shortly afterwards, in the spring of 1978 the Rev. Daniel W. Gerres became St.

John’s fifth pastor and in the fall, Sister Patricia Hutchison, OSF, assumed principal-ship of

the school.

The school’s population continued to increase and once again in 1983, the need was recognized

to enlarge the school. With the help of Rev. Gerres and Sister Hutchison, and the aid of the

parish council, plans to renovate the existing junior and senior school were developed. Under

these plans, an extension was to be built in the vacant areas between the two schools thus

joining the educational buildings. The extension would house a new library/media center, two

small reading centers, a religious education center and the principal’s office. The previous

library would now become the much needed computer center. At the same time, other

facilities were remodeled and/or relocated. The new building was approved by both the Parish

Council and Bishop Mardaga. Construction began in the winter of 1983 and was completed by

the fall of 1984 when Sister Ursula Tisdall, OSF, assumed principal-ship of the junior and

senior school.

In 1985, the school’s Long Range Planning Committee was established to promote

development of the school. The goal of the committee was to provide for the future needs of

the school in such areas as: budgeting, maintenance, funding, public relations and

development. In 1986, the Christian Formation committee was established. The task of this

committee was to promote and review educational policies and programs that support total

Catholic education. Another milestone was reached in 1987-88 with the completion of the

Middle States process for school certification. Both faculty and administration made this

process a reality.

In the fall of 1987, the Rev. John Kavanaugh became our parish’s sixth pastor. In September

1988, Sister Elizabeth Doyle, OSF assumed principal-ship of the junior and senior schools. In

January 1989, the school was granted full accreditation. A Development committee was also

formed in 1989 to meet the long-range educational needs of St. John the Beloved so that the

parish could continue to provide quality spiritual and educational enrichment that would not

be cost prohibitive for its parishioners.



Mrs. Joanne Capodanno became the principal in 1994. The 1998-99 school year brought more

changes to the school. The Eagles Club, an after-school extended day program, opened its

doors in September 1998. The process for the Middle States Certification was undertaken in

the fall of 1998 and re-accreditation was given in the spring of 1999. The computer lab was

upgraded with new computers and a technology committee was formed. The building was also

wired for Internet.

Rev. Charlie Brown III was installed as the seventh pastor of St. John the Beloved Parish in

the fall of 2005. Mr. Richard Hart assumed principal-ship in 2008. St. John the Beloved

School received its re-accreditation from the Middle States Association of Colleges and Schools

during the 2008-09 school year. 2010 brought the expansion of our school with the addition of

a new separate building to house our Early Childhood and Kindergarten Programs. This also

provided space for our new Art, Faculty, and Multi-purpose meeting rooms. The Nurse’s

Room, Music Classroom and the Teachers’ Work Room were also renovated. On January 30,

2010, Fr. Charlie Brown was bestowed with the Papal Honor of Chaplain to His Holiness and

became Monsignor Charles L. Brown III, V.F.

Before Msgr. Charles Brown retired, he approved the complete renovation of both computer

and science labs. The campus renovation included new computers, servers and wiring to

accommodate our growing technology needs for Internet and wireless networks.

In June 2012, Reverend William Cocco was installed as 8th

pastor of St. John the Beloved.

Two additional associate pastors, Fr. Etim and Fr. Brian Lewis, remain very involved with the

school religious, educational and social programs.

B.2. SCHOOL INFORMATION: INDEPENDENT, RELIGIOUS, AND

PROPRIETARY SCHOOLS

Is the school incorporated? Yes

X No

If yes, Name of Corporation:

Is the school licensed to operate as an

educational school?

X Yes

No

If yes,

In what state(s) is the school licensed to

operate?

Delaware

In what country(ies) is the school licensed to

operate?

United States of America

If no, explain the school’s authority to

operate:



Is the school licensed to grant diplomas or

certificates?

X Yes

No

If yes,

In what state(s) is the school licensed to grant

diplomas or certificates?

Delaware

Type(s) of diplomas or certificates offered Grade 8 Completion Certificate

If no, explain the school’s authority to grant

diplomas or certificates:

Religious Affiliation: Roman Catholic

B.4. SCHOOL INFORMATION: ALL SCHOOLS

B.4.a. Enrollment Trends

FOR THE ACADEMIC YEAR: 20 12 – 20 16

Grades Included

in This School

PAST PRESENT PROJECTED BOYS/GIRLS

Two Years Ago

BOYS/GIRLS

One Year Ago

BOYS/GIRLS

This Year

BOYS/GIRLS

Next Year

Infant

PK2

PK3

PK4 18 20 21 23 16 19 20 20

Kindergarten 35 29 33 21 35 18 27 26

Grade 1 26 33 32 29 34 19 31 28

Grade 2 44 28 24 34 30 24 35 20

Grade 3 34 31 40 25 24 33 30 24

Grade 4 39 31 33 34 39 25 25 33

Grade 5 35 30 38 27 33 34 39 25

Grade 6 32 29 34 29 36 27 34 34

Grade 7 37 31 33 26 35 30 37 27

Grade 8 22 30 35 32 35 23 35 30



Explain any significant or unusual enrollment trends for this school.

Recent opening of Charter Schools has impacted our Middle School enrollment; specifically

Cab Calloway School for the Arts and the Conrad School of Math and Science.

Additionally, several Catholic schools in surrounding areas have closed due to changing

demographics. A significant number of students from those schools have transferred to us

at SJB. (See graphics pages 18 & 19).

B.4.b. Student Demographic Trends:


Student Characteristic: Percent of Student Body

Now

Percent of Student Body Two

Years Ago

African American 1% 1%

Asian 1% 2%

Caucasian 90% 90%

Hispanic 4% 4%

Multi-Racial 4% 3%

TOTAL 100% 100%

Explain any significant or unusual demographic trends for this school.

The population in our area continues to consist of Caucasian, middle-class families.



B.4.c. Size of the Professional and Support Staffs:


Full-Time Part-time1 Total Full-Time Equivalent

ADMINISTRATIVE STAFF:

Administrators 2 2

INSTRUCTIONAL STAFF: 35 full-time teachers

Classroom teachers-

elementary/lower

school

19 19

Classroom teachers-

middle school 10 10

Classroom teachers-

high school/upper

school

Special needs teachers

STUDENT SERVICES STAFF:

Guidance/college/

career counselors 1 .8

Specialists and

consultants

Technology services

personnel 1 1

Information resources/

library personnel 2 2

Health services

personnel 1 1

SUPPORT STAFF:

Paraprofessionals and

aides 14 14

Secretaries and clerks 3 3

Custodial personnel

Maintenance

personnel 2 2

Food services 1 1

1Record using FTE. For example, if a staff member works one of five days, he/she would be considered 0.2.



Full-Time Part-time1 Total Full-Time Equivalent

personnel

Security personnel

Other: Religious Ed 1 1

Other: Youth Ministry 1 1

Other:

Describe significant trends in size of the staff that have had or may have an impact on the

education program, provision of student services, personnel, facilities or finances.

Since our last Middle States Accreditation, we have opened an Early Childhood program for

four year-olds and have added a new building that houses Pre-K and Kindergarten classes

as well as art, Spanish and faculty room. The extra space in the original building allowed

us to create third sections for grades 3 – 8 and to create a conference room. (Conference

room will be utilized as work area for our Visiting Team next Fall.

B.4.d. Experience of the Staff:


Years 0-1 2-5 6-10 11-20 over 20

Administrative Staff

Women 1

Men 1

Instructional Staff

Women 2 10 7 7 10

Men 1 1

Student Services Staff

Women 1 2 1 1 5

Men

Support Staff

Women 13 6 2 5

Men 1 1

Describe significant trends in experience of the staff that have had or may have an impact

on the education program, provision of student services, personnel, facilities or finances.



Staff are well-prepared to meet the needs of our students. During the past Spring, para-

professionals for grades 1 – 3 received training from the Reading Assist Institute and are

now providing 1:1 remedial instruction for slower working children. Also, during the past

seven years, we have significantly increased the number of paraprofessionals working with

teachers, thus improving our individual work with students.

Paraprofessional Responsibilities:

Implement Reading Assist program with selected students.

Perform jobs assigned by classroom teacher to maintain child safety and smooth

running of the classroom.

Help individual children for practice of reading comprehension or math skills.

Circulate classroom and assure that students are on task.

Monitor/supervise lunch and recess.

Prepare classroom environment; copy and organize materials for teacher instruction.

B.4.e. Academic Preparation of the Professional Staff:


Associate’s

or No

Degree

Bachelor’s

Degree

Bachelor’s

Degree

plus hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate


Women 1

Men 1

Instructional Staff

Women 16 5 11 2

Men 1 1


Women 2 1 2

Men

Describe significant trends in the academic preparation of the staff that have had or may

have an impact on the education program, provision of student services, personnel,

facilities or finances.

Every one of our teachers holds State of Delaware Certification (or is working towards it)

and Background Clearances.



B.4.f. Professional Certifications of the Professional Staff:


No

Certificate

Emergency

Certificate

ECE

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate


Women 1

Men 1

Instructional Staff

Women 27 1 5 1

Men 1


Women 3 2

Men

Describe significant trends in the professional certification of the staff that have had or may

have an impact on the education program, provision of student services, personnel,

facilities or finances.

Our teachers participate in the Diocese of Wilmington Mentoring Program. We provide

many opportunities for Professional Development in order to insure currency with our

methods of instruction.

B.4.g. Staff Demographic Trends:


Race/Ethnicity Percent of Staff in

Current Year

Percent of Staff Two

Years Ago

African-American % %

Asian % %

Caucasian/White 100% 100%

Hispanic % %

Native American Indian % %

Other: % %

Other: % %

TOTAL 100% 100%



Describe significant trends in the demographics of the staff that have had or may have an

impact on the education program, provision of student services, personnel, facilities or

finances.

For the past two years, we have two full-time male teachers on our faculty. Otherwise, our

staff demographics have remained consistent and stable.

B.4.h. Staff Mobility:

Indicate the number of each category below that were new hires in the year indicated.


Number New Hires

Three Years Ago

Number New Hires

Two Years Ago

Number New Hires

One Year Ago

Administrative Staff 0 0 0

Instructional Staff 3 4 8

Student Services

Staff 1 1 1

Support Staff 1 1 0

TOTAL

Indicate the percentage of each category below of staff turnover in the year indicated.

Percent Changeover

Three Years Ago

Percent Changeover

Two Years Ago

Percent Changeover

One Year Ago

Administrative Staff 0 0 0

Instructional Staff 9% 12% 22%

Student Services

Staff 20% 20% 20%

Support Staff 4% 4% 0%

TOTAL 33% 36% 42%

Describe significant trends in staff turnover that have had or may have an impact on the

education program, provision of student services, personnel, facilities or finances.



Our teacher retention rate is excellent! Eight women have taught at SJB for more than 20

years; 12 have been here for more than five years. Fifteen teachers are mothers of current

students or graduated students. Seven teachers are graduates of SJB.

C. STUDENT PERFORMANCE

This profile of Student Performance includes the following information and data that describe

the levels of student performance on assessments that are most respected by the members of

the school’s community of stakeholders, valued by the school’s professional staff, and/or

required by the state or federal governments.

C. ACADEMIC PERFORMANCE DATA



National Percentile Scale

National Norm – 50th percentile

1 5 1 0 20 30 40 50 60 70 80 90 95 99

average range

These test results were compiled from March 2012. (+/- shows points above national average for SJB

students.)

GRADE READ

CMPS.

LANG.

CMPS.

MATH

CMPS.

SCIENCE SOCIAL

STUDIES

SPELL TOTAL

SCORE

2ND SCORED

ANTICIPATED

77 (+27)

69

79 (+29)

67

75 (+25)

70

65 (+15)

65

68 (+18)

69

80 (+30)

65

76 (+26)

72

3RD

SCORED

ANTICIPATED

84 (+34)

84

88 (+38)

82

83 (+33)

78

80 (+30)

79

85 (+35)

82

74 (+24)

71

85 (+35)

84

4TH

SCORED

ANTICIPATED

72 (+22)

75

82 (+32)

876

76 (+26)

73

70 (+20)

74

79 (+29)

76

75 (+25)

68

76 (+26)

77

5TH

SCORED

ANTICIPATED

72 (+22)

76

76 (+26)

76

77 (+27)

76

68 (+18)

75

70 (+20)

75

69 (+19)

68

75 (+25)

79

6TH

SCORED

ANTICIPATED

76 (+26)

73

81 (+31)

72

71 (+21)

73

67 (+17)

74

75 (+25)

73

74 (+24)

65

76 (+26)

76

7TH

SCORED

ANTICIPATED

68 (+18)

74

83 (+33)

71

66 (+16)

71

62 (+12)

73

72 (+22)

72

74 (+24)

64

73 (+23)

73

8TH

SCORED

ANTICIPAtED

81 (+31)

77

88 (+38)

77

84 (+34)

77

72 (+22)

75

77 (+27)

76

80 (+30)

71

84 (+34)

78




National Norm – 50th

percentile

1 5 1 0 20 30 40 50 60 70 80 90 95 99 average range


students.)

GRADE READ

CMPS.

LANG.

CMPS.

MATH

CMPS.

SCIENCE SOCIAL

STUDIES

SPELLING TOTAL

SCORE

2ND SCORED

ANTICIPATED

DIOCESE

76 (+26)

72

77

77 (+27)

68

76

73 (+23)

69

75

67 (+17)

65

71

73 (+23)

70

78

76 (+26)

67

73

75 (+25)

73

76

3RD SCORED

ANTICIPATED

DIOCESE

73 (+23)

77

75

78 (+28)

76

77

77 (+27)

75

74

79 (+29)

74

78

76 (+26)

76

78

76 (+26)

67

72

76 (+26)

78

75

4TH SCORED

ANTICIPATED

DIOCESE

88 (+38)

89

86

92 (+42)

89

53

78 (+28)

84

79

87 (+37)

90

83

5TH SCORED

ANTICIPATED

DIOCESE

75 (+25)

75

76

83 (+33)

74

78

70 (+20)

73

73

70 (+20)

73

71

77 (+27)

74

71

70 (+20)

67

72

76 (+26)

77

75

6TH SCORED

ANTICIPATED

DIOCESE

76 (+26)

75

75

80 (+30)

75

77

73 (+23)

75

70

69 (+19)

74

68

80 (+30)

76

78

67 (+17)

69

72

76 (+26)

78

74

7TH SCORED

ANTICIPATED

DIOCESE

78 (+28)

85

84

85 (+35)

83

87

84 (+34)

85

86

83 (+33)

86

86

8TH SCORED

ANTICIPATED

DIOCESE

78 (+28)

72

77

84 (+34)

73

81

70 (+20)

71

73

67 (+17)

70

70

77 (+27)

71

75

71 (+21)

67

75

78 (+28)

73

77




National Norm – 50th

percentile

1 5 1 0 20 30 40 50 60 70 80 90 95 99 average range


students.)

GRADE READ

CMPS.

LANG.

CMPS.

MATH

CMPS.

SCIENCE SOCIAL

STUDIES

SPELLING TOTAL

SCORE

2ND SCORED

ANTICIPATED

DIOCESE

78 (+28)

67

77

80 (+30)

64

76

73 (+23)

65

73

74 (+24)

63

71

65 (+15)

67

78

70 (+20)

63

69

76 (+26)

68

75

3RD SCORED

ANTICIPATED

DIOCESE

79 (+29)

81

75

80 (+30)

79

76

70 (+20)

73

74

82 (+32)

76

79

81 (+31)

79

78

68 (+18)

69

69

76 (+26)

81

75

** 4TH SCORED

ANTICIPATED

DIOCESE

87 (+37)

85

84

92 (+42)

85

83

86 (+36)

81

78

82 (+32)

71

72

89 (+39)

86

82

5TH SCORED

ANTICIPATED

DIOCESE

81 (+31)

77

76

86 (+36)

78

78

80 (+30)

78

72

73 (+23)

76

69

76 (+26)

76

69

67 (+17)

69

70

83 (+33)

81

76

6TH SCORED

ANTICIPATED

DIOCESE

81 (+31)

75

77

80 (+30)

75

77

69 (+19)

74

71

73 (+23)

74

72

83 (+33)

75

79

75 (+25)

68

74

77 (+27)

77

75

**7TH SCORED

ANTICIPATED

DIOCESE

84 (+34)

88

82

89 (+39)

86

85

86 (+36)

87

82

74 (+24)

71

76

86 (+36)

88

83

8TH SCORED

ANTICIPATED

DIOCESE

82 (+32)

76

80

88 (+38)

76

83

78 (+28)

77

75

73 (+23)

75

73

85 (+35)

75

78

81 (+31)

70

78

83 (+33)

77

79



Instruments of Peace

Class of 2014

St. John the Beloved School sent off sixty-seven graduates with the Class of 2014. Our graduates apply

to and attend a variety of Catholic & Public High Schools throughout Wilmington. All of our Graduates

achieved entrance into a high school of their choice and have truly emerged to exceed all expectations.

Forty-eight, or 72%, of our graduates are attending Catholic school while nineteen, or 28%, are

attending public or charter high schools.

Fourteen of our graduates achieved a total of eighteen High School scholarships.

Fourteen of our graduates received the

Presidential Award for Educational

Excellence.

Number of

Graduates

Catholic High Schools

21 Salesianum School

18 St. Mark’s High School

9 Padua Academy

Number of Graduates Public /Charter High Schools

7 Delaware Military Academy

5 Charter School of Wilmington

1 Avon Grove High School

1 Cab Calloway

1 Delcastle Technical High School

1 MOT Charter

1 Mt. Sophia Academy

1

Sussex Technical High School

1 Tatnall School

Number of

Scholarship

Winners

Scholarship/High School

1 Archmere Academy

5 Padua Academy

3 Salesianum

1 St. Elizabeth High School

6 St. Mark’s High School

1 St. Mark’s Principal

Scholarship

1 Ursuline Academy



GRADUATE QUOTES

I grew in so many ways during my eight years at Saint John the Beloved. It is a school

that encourages its students to build a strong relationship with God through prayer and

service to those in need. It is also a school that teaches its students that excellence is

achieved through hard work and determination.

~ Emma Toy, Padua

Saint John the Beloved taught me so much, both in terms of school and life. I know I

am leaving SJB well-prepared for high school and also a committed disciple of Christ.

~Connor Daniel, Charter School of Wilmington

Saint John’s motto, “Dream It, Believe It, Achieve It,” has taught me that I can be

successful in life if I just believe in myself.

~ Austin Barry, Salesianum School

At Saint John the Beloved School, I learned that it’s okay to be different.

~Gabrielle DeSantis, St. Mark’s High School

Saint John the Beloved taught me to always try my best. My teachers taught me that

God, my family, and my education should be my three priorities. Without SJB, I would

not be the person that I am today.

~Katie Giles, Sussex Technical High School

During my years at SJB, I learned morals and values that I will keep with me

throughout my entire life. Saint John the Beloved immensely strengthened my

relationship with God.

~Will Siple, Delaware Military Academy



C.2.a. Retention in Grade:

FOR THE ACADEMIC YEAR 20 13 to 20 14

At St. John the Beloved School we only consider retention for children in grades Pre-K through 2nd.

Struggling students in second grade are recommended for education testing. Testing results always

indicate whether a student will benefit from our academic program. If the need for an Individual

Education Plan is recommended, the student will transfer out to a public school.

If a student fails in grades 3 – 8, they must transfer to a different school where they are usually not

required to repeat the grade.



C.2.b Honor Roll:

FOR THE ACADEMIC YEAR 20 13 To 20 14

Grade Level Percentage Earned Honor Roll

5th 62%

6th 44%

7th 49%

8th 57%

C.2.c GRADE POINT AVERAGE:

FOR THE ACADEMIC YEAR 20 13 to 20 14

Grade Level Average GPA

4th 94.5

5th 93.5

6th 93.7

7th 91.3

8th 90.5



THE PROFILE OF ORGANIZATIONAL CAPACITY

The Profile of Organizational Capacity provides information and data that portray the school’s

capacity to produce the levels of student performance the school and its community of

stakeholders desire and expect. The Profile consists of the results of a self-assessment of the

school’s adherence to the 12 Middle States Standards for Accreditation.

Method(s) Used to Conduct the Self-Assessment of Adherence to the

Standards for Accreditation

A. By Standards Surveys

X YES NO The self-assessment was conducted using the surveys

provided by the Middle States Association.

Total Number of Surveys Returned

The results represent surveys completed by:

Students 234

Parents 311

Faculty and Staff 29

Administrators 2

Board Members N/A

Business/Community Representative Responded in Parent Survey



The school must meet this Standard for Accreditation to be granted “Accreditation” by the

Middle States Association. The Indicators of Quality for the Standard identify the types of

evidence that, when taken together, indicate whether the school meets the Standard. The

school may indicate other types of evidence particular to the school in the “Other” section

provided below. Rate the degree to which the school meets each Indicator by using the

following scale:

Rating of Adherence to the Indicator

1. Does Not Meet The evidence indicates the school does not meet the

expectations of this Indicator

2. Partially Meets/In Need

of Improvement

The evidence indicates that the school partially meets the

expectations of this Indicator and is in need of improvement

3. Meets The evidence indicates the school meets the expectations of this

Indicator

4. Exceeds The evidence indicates the school exceeds the expectations of

this Indicator

THE MISSION STANDARD FOR ACCREDITATION

A. Issues Related To This Standard

Not applicable in this section. See The School’s Mission, Beliefs, and Profile of

Graduates.

B. Self-Assessment of Adherence to the Indicators of Quality

THE MISSION STANDARD FOR ACCREDITATION

The Standard: The school has a mission that conveys clearly and concisely the school’s vision

of a preferred future for the school’s students and its expectations for student learning. The

mission is consistent with ethical norms and demonstrates respect for persons of all races,

creeds, and cultures. The mission serves as the basis for daily operational and instructional

decision-making as well as strategic planning. It is developed using a process that considers

input by appropriate stakeholders of the school and is aligned with the needs of the

community(ies) the school serves.

TEAM: Linda Hart, Chairperson: Debbie Tharan (early childhood); Janet Grimes (middle

school); Ann Marie Krystopolski (paraprofessional)



Indicators of Quality for all schools

Indicator of Quality 1 2 3 4 N/A

The school’s statement of mission:

1.1

Is communicated widely to the school’s community of

stakeholders by inclusion in the school’s publications and website

and by being displayed prominently throughout the school.

X

1.2 Is reviewed periodically to determine its effectiveness in

communicating the school’s purposes and vision. X

1.3 Is understood and supported by the students, their families (if

appropriate), and the school’s community of stakeholders. X

1.4 Was developed using a process that considered input by

appropriate stakeholders of the school. X

Indicators of Quality for faith-based schools2

X These Indicators apply to our school.


The school’s religious identity is:

1.5 Articulated clearly in the school’s mission and beliefs. X

1.6 Integrated into its school-wide goals and objectives. X

1.7 Visible in symbols and artifacts throughout the school. X

Stakeholders’ comments to support the ratings:

Source of

Comments Comments

Administrators N/A

Governing Body N/A

Teachers Staff rating suggests that the Mission Statement needs periodic

2 The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other

faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school

system such as a Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-

based schools, if they desire, to include in their self-study and accreditation process Indicators of Quality that

address unique characteristics of and expectations for schools whose mission and educational program are

defined wholly or in part by their particular faith.



Source of

Comments Comments

review.

Support Staff

Students

Student rating suggests that they need more understanding of the

Mission Statement. They may need to see clearer application and

practice of the Mission Statement.

Parents

SJB does a fantastic job in living and inspiring the faith in our

children. This is highly evident in teachers, administrative actions

and beliefs.

The Mission needs to be stated more clearly on our school website.

Indicator

No. Explanation

There were NO ratings of 1 or 2 from our survey responses.

C. Self-Assessment of Adherence to the Standard for Accreditation

X Our self-assessment is that our school MEETS this Standard for Accreditation

D. Implications for Planning

List the school’s significant strengths in meeting the Philosophy/Mission Standard.

The school’s ratings for religious identity are strong and positive.

List the school’s significant areas in need of improvement in meeting the

Philosophy/Mission Standard.

Teachers believe that the Mission Statement needs periodic review to assure student

understanding and relevance.



Students say they need more understanding of application of Mission and Belief

Statements.

Based on the strengths and areas for improvement identified, list any important next steps

or strategic priorities related to Philosophy/Mission that should be included in the action

plan in the Plan for Growth and Improvement.

Through discussion at Faculty and Team Leaders Meetings, we realize the need to

strengthen the outreach/ service component of our religion program. This will be addressed

as one of our major goals.

Staff: At the first and last faculty meetings of the year, we suggest that the Mission Statement

be reviewed by all. A change in personnel from school year to school year means new teachers

and staff who are unfamiliar with the Mission Statement.

August Orientation Meeting: Discussion of history and application of Mission Statement.

Closing Faculty Meeting: review Mission for accuracy and application throughout the year.

Students: In addition to reciting the Mission Statement on morning announcements. At the

end of the school day, the principal could ask students in a general way, how they have

practiced the school Mission. Use a GAS visual: Gospel values, Academics, Service.

Website: Needs a tab just for Mission Statement and Belief Statements. Tab should be in a

prominent place on the website.

E. Evidence to Support the Assessment of This Standard

Evidence School

The school’s philosophy/mission X

Samples of publications that communicate the mission/philosophy to the

school’s community of stakeholders X

Marketing, recruitment, and admissions materials X

Address of the school’s website X

Policies related to the philosophy/mission X

Documents listed above will be available in the Visiting Team work room.



GOVERNANCE AND LEADERSHIP STANDARD FOR

ACCREDITATION

TEAM: Deborah Giles, Chairperson and 4th Grade Teacher;

Michelle Midgley (Middle School Spanish), Valerie Oldiges (Librarian); Patty Ballintyn

(Paraprofessional)

TO BE COMPLETED BY INDEPENDENT, RELIGIOUS, AND PROPRIETARY

SCHOOLS

1. Is the school incorporated? Yes

X No

If yes, Name of Corporation:

2. Is the school licensed to operate as an

educational school?

X Yes

No

If yes,

In what state(s) is the school licensed to

operate?

Delaware

In what country(ies) is the school licensed to

operate?

United States of America

If no, explain the school’s authority to

operate:

3. Is the school licensed to grant diplomas or

certificates?

X Yes

No

If yes,

In what state(s) is the school licensed to grant

diplomas or certificates?

Delaware

Type(s) of diplomas or certificates offered 8th Grade Completion

If no, explain the school’s authority to grant

diplomas or certificates:

For religious schools:

Religious Affiliation: Roman Catholic



A. Self-Assessment of Adherence to the Indicators of Quality

GOVERNANCE AND LEADERSHIP STANDARD FOR ACCREDITATION

The Standard: The school is chartered, licensed, or authorized by the appropriate civil

authority(ies) and is in compliance with all applicable statutes, ordinances, and regulations of

all civil authorities of the jurisdiction(s) in which the school operates. There are no legal or

proprietary ambiguities in the ownership and control of or responsibility for the school.

The school’s governing body and leadership act ethically and consistently to ensure an

atmosphere of mutual respect, purposeful effort, and a productive environment for teaching

and learning while demonstrating adherence to the school’s mission. The governing body and

leadership maintain timely and open communication with the school’s community of

stakeholders. The governing body and leadership provide the vision that drives strategic

planning and day-to-day operations. They ensure the integrity, effectiveness, and reputation of

the school by establishing policies, providing necessary resources, and ensuring the quality of

the school’s educational program.

Indicators of Quality: St. John the Beloved School is a part of the Catholic

Diocese of Wilmington, Delaware.

Indicators of Quality for schools that are part of a larger system of schools,

diocese, or archdiocese


The governing body and the school system’s/diocesan leadership ensure that the school:

2.30

Is in compliance with all applicable statutes, ordinances, and

regulations of all civil authorities of the jurisdiction in which the

school are located.

X

2.31 Has no legal or proprietary ambiguities in ownership, control, or

responsibility. X

2.32 Documents partnerships and any corporate linkages in

ownership/governance as enforceable agreements. X

2.33

Is provided with effective leadership, support, and continuity,

including succession planning to ensure stability of the school’s

leadership.

X

2.34 Is provided with leaders that possess the appropriate X




qualifications, experience, and competencies for their position.

2.35 Is provided with the sufficient qualified personnel to deliver its

educational program, services, and activities. X

The governing body ensures that it:

2.36

Is focused on selecting, evaluating, and supporting the head of the

school, policy development, planning, assessing the school’s

performance, and ensuring the availability of adequate resources

to accomplish the school’s mission.

X

2.37 Thinks and acts strategically, reflecting on their decisions and the

consequences of their actions. X

2.38 Refrains from undermining the authority of the school’s

leadership to conduct the daily operation of the school. X

2.39

Works cooperatively with the leadership of the school

system/diocese and school to establish and implement clear,

written policies and procedures that are consistent with the

mission of the school.

X

2.40

Has and implements written policies and procedures that define

for the governing body:

Its proper roles and responsibilities

Qualifications for its members;

The body’s composition, organization, and operation;

Terms of office for its members; and

Provisions for identifying and selecting new board members

when vacancies occur.

X

2.41 Implements a process for reviewing/revising its policies regularly

X

2.42 Evaluates systematically and regularly its own effectiveness in

performing its duties. X

2.43

Provides appropriate opportunities for education of the members

of the governing body, including orientation and training sessions

so that all members understand their responsibilities and roles.

X

2.44 Conducts a regular schedule of meetings that is communicated to

the school’s community of stakeholders. X

2.45 Includes members that represent constituencies served by the

school. X

2.46

Maintains appropriate and constructive relations with the school’s

leadership, staff, and students, families, the community, and with

each other in the interest of serving the needs of the students.

X

2.47 Adheres to appropriate guidelines concerning confidentiality in X




communications.

2.48 Recognizes the accomplishments of staff members and students. X

The school system’s/diocese’s leadership:

2.49

Is accountable to the governing body and is responsible for

ensuring the school’s students achieve the expected levels of

achievement.

X

2.50 Maintains a relationship with the school’s leadership that

evidences mutual trust and cooperation.

X

2.51 Ensures that all school programs and activities are adequately and

appropriately planned, supervised, resourced, and staffed with

qualified personnel.

X

2.52 Provides a program of professional development based on the

needs of the school/school system and staff as identified in the

school growth and improvement process.

X

2.53 Undertakes operational, long range, and strategic planning aimed

at accomplishing the school’s mission and goals. X

2.54 Stays well informed of and implements best practices identified in

educational research and literature. X

2.55

Maintains appropriate and constructive relations with families,

students, the staff, the community, and with each other in the

interest of serving the needs of the students.

X

2.56 Adheres to appropriate guidelines concerning confidentiality in

communications. X

Indicators of Quality for faith-based schools3


The school’s governing body and leadership:

2.57 Articulate and model the religious tenets of the school. X

2.58 Maintain the religious identity of the school as a priority. X

2.59 Use the school’s religious values and identity to inform its policies,

procedures and decisions. X

2.60 Accept the authority of the sponsoring religious institution. X


faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school such

as a Diocesan/Archdiocesan or a similar school of schools. The Faith-Based Indicators allow faith-based schools, if

they desire, to include in their self-study and accreditation process Indicators of Quality that address unique

characteristics of and expectations for schools whose mission and educational program are defined wholly or in

part by their particular faith.




2.61

Engage the school’s community of stakeholders in setting direction

and planning for the future of the school as a faith-based

institution.

X

2.62

Include an assessment of candidates’ understanding and

commitment to the religious beliefs and mission of the school

when hiring the school’s leadership and members of the staff.

X

2.63 Promote respect and collaboration among all members of the

school's "faith" community. X

2.64 Give appropriate attention to building a respectful and

collaborative “faith” community among the faculty and staff. X


Source of

Comments Comments

Students

We as a school are always trying to find new ways to strengthen our

faith.

Parents Security at After Care needs improvement.

Not always sure of confidentiality

Explanation of Any Ratings of 1:

Indicator

No. Evidence

NO responses of 1 or 2 were received.

B. Self-Assessment of Adherence to the Standard for Accreditation




C. Implications for Planning

List the school’s significant strengths in meeting the Governance and Leadership Standard.

2.58 Maintain the religious identity of the school as a priority.

2.59 Use the school’s religious values and identity to inform its policies, procedures and

decisions.

2.57 Articulate and model the religious tenets of the school.

List the school’s significant areas in need of improvement in meeting the Governance and

Leadership Standard.

2.18 The school’s leaders maintain positive relationships with the parents, students and

community.

2.42 Evaluates systematically and regularly its own effectiveness in performing its duties.

2.41 Implements a process for reviewing/revising its policies regularly.


or strategic priorities related to Governance and Leadership that should be included in the

action plan in the Plan for Growth and Improvement.

St. John the Beloved School is proud of its Catholic identity and mission to uphold the

values of the church in its governance, policy, procedures and decision-making. The

strength of the Catholic faith will remain a driving force in the future of St. John the

Beloved.

The processes for evaluating effectiveness in performing duties and reviewing/revising

policies are in place but need to be better communicated to faculty, parents and students.

Plans to make policies available to the community via the school website are a next step to

accomplish this goal.

The school will also look to improve relationships between the school’s leaders and

community through continued access to one another.

Weekly reminder “Bulletin Boards”, monthly newsletters, frequent “school reach” emails

and the school website will continue to be used to communicate with parents and

community. The administration will continue holding “coffee clatches”, parent-teacher

conferences, and Mass celebrations that are open to all parents.



D. Evidence to Support the Assessment of This Standard

Evidence School

Job descriptions for the head of the institution and other key administrative

personnel X

Appraisal tool and/or description of the process used to appraise the

performance of the head of the institution X

Chart of lines of authority/responsibilities X

Policies related to governance and leadership X

For independent, non-public, and proprietary institutions only

Names, addresses, and organizational positions of the Diocese of Wilmington

and St. John the Beloved Parish. X

WHERE EVIDENCE OF EACH STANDARD IS FOUND:

2.30 The governing body and the school system’s/diocesan leadership ensure that the school is

in compliance with all applicable statutes, ordinances, and regulations of all civil authorities of

the jurisdiction in which the school are located.

2.31 The governing body and the school system’s/diocesan leadership ensure that the school

has no legal or proprietary ambiguities in ownership/governance as enforceable agreements.

2.32 The governing body and the school system’s/diocesan leadership ensure that the school

documents partnerships and any corporate linkages in ownership/governance as enforceable

agreements.

2.33 The governing body and the school system’s/diocesan leadership ensure that the school is

provided with effective leadership, support, and continuity through the following structured

groups aid in the leadership and support of the school:

● Educational Committee

● Long Range Planning Committee

● Finance Committee

● Development Committee

● Home and School Committee



2.34 The governing body and the school system’s diocesan leadership ensures the school

faculty meet the appropriate qualifications, experience, and competencies for their positions

through faculty contracts and certification confirmation through the Delaware Department of

Education and the Diocesan office. Teacher webpages give a general overview of individual

teacher qualifications.

2.35 The governing body and the school system’s diocesan leadership ensures the school

provides sufficient qualified personnel to deliver its programs, services, and activities through

the employment of specialized staff to meet these needs. Our school offers full-time teachers

for Art, Gym, Computer, Spanish, Music, and Library. We also have paraprofessionals. Grades

ECPA - 2nd have a self-contained paraprofessional at all times. Grades 3-8 share a

paraprofessional. There is a full-time lunch coordinator who is assisted by part-time and

volunteer workers. We also have an after school program staffed by a full-time employee and

part-time staff.

2.36 The governing body ensures that there are several committees that meet with the

principal and other school leaders to ensure selecting, evaluating, and supporting the school.

These committees these include: the Finance Committee, the Educational Committee, the Long

Range Planning Committee, the Development Committee, and the H&SA Committee.

2.37 The governing body ensures that the Annual Report and the prior Middle States

Accreditation process ensure the school and it’s leaders are acting strategically.

2.38, 2.39, 2.40, 2.41, 2.42, 2.43 Various committee meeting minutes provide proof that

governing bodies do not undermine the authority of the school, work cooperatively with the

school, constantly evaluate guidelines, evaluate effectiveness, and provide opportunities to

train and educate members within each.

2.44 The school’s governing body ensures that faculty meetings take place monthly in addition

to team leader meetings, level meetings, and diocesan meetings throughout the year. Most

aforementioned committees meet monthly.

2.45 The school’s governing body ensures that the Pastor, parents, parish members, and school

administrators serve on the governing body.

2.46 The school’s governing body ensures that a school and parish calendar provide committee

meeting times and reminders. Meeting minutes are kept in the Rectory, School Office, or by

committee chairpersons. The parish bulletin and email communication is also used to keep the

community aware of how the various committees are serving the needs of the students.



2.47 The school’s governing body ensures that all staff sign a confidentiality agreement to

ensure faculty and student privacy. The Diocese Handbook, Faculty Handbook, and the

Student/Family Handbook also outline measures and agreements to ensure confidentiality.

Emails have a disclaimer regarding confidentiality.

2.48 The school’s governing body ensures that the school has a monthly newsletter that is

printed and emailed to families to note staff and student accomplishments. A synopsis of this

information is also included in the weekly bulletin and sometimes sent and published in the

diocesan newspaper, The Dialogue. The principal recognizes students for academic

achievement through breakfast and lunch meetings and the presentation of names in the

hallways of the school. Morning announcements are also used to celebrate and recognize

achievements.

2.49 The school system’s/diocese’s leadership is accountable to the governing body and is

responsible for ensuring the school’s students achieve the expected levels of achievement

through success on standardized tests such as Terranova, classroom performance, and post-

graduate academic readiness.

2.50 The school system’s/diocese’s leadership maintains a relationship with the school’s

leadership that evidences mutual trust and cooperation through the Diocese Handbook, via

our website goals and mission statement, and meeting minutes that reflect cooperation.

2.51 The school provides sufficient qualified personnel to deliver its programs, services, and

activities through the employment of specialized staff to meet these needs. Our school offers

full-time teachers for Art, Gym, Computer, Spanish, Music, and Library. We also have

paraprofessionals. Grades ECPA - 2nd have a self-contained paraprofessional at all times.

Grades 3-8 share a paraprofessional. There is a full-time lunch coordinator who is assisted by

part-time and volunteer workers. We also have an after school program staffed by a full-time

employee and part-time staff.

2.52 The school leadership plans and organizes professional development for faculty and staff

on a semi-annual basis and throughout the year for subject-specific programs. The Diocese

also meets semi-annual to provide professional development for all school faculty and

administration. The Diocese also provides monthly opportunities for the leadership of the

diocesan schools to get together in addition to an annual retreat. The leadership also approves

funding for graduate level coursework, continuing education credits specific to individual

teacher disciplines, and the materials necessary to carry out the implementation of continuing

education work in the classroom. Paraprofessionals and faculty have also been encouraged to

take Step-Up-To-Writing training to better serve student needs.



2.53 The school leadership undertakes operational, long range, and strategic planning aimed at

accomplishing the school’s mission and goals through monthly meetings with the Education

Committee, Long Range Planning Committee, Development Committee and other groups

invested in the success of our students.

2.54 The school leadership conducts periodic meetings in addition to monthly faculty meetings

to keep faculty informed of best practices and educational research and literature. Particular

articles are also copied and disseminated for faculty review via mailboxes or email.

2.55 The school leadership maintains open communication with families, students, and the

community through weekly reminder memos, monthly newsletters, posts in the parish

bulletin, and publication in the diocesan newspaper, The Dialogue. The school leadership also

requires faculty to hold Back-to-School Nights, first trimester parent-teacher conferences, and

open conference scheduling on an as-needed basis. Faculty must also update teacher pages

used to communicate student activity and homework with the general population via the

school website. Faculty, Student/Parent, and a Diocesan Handbook is kept on file in the front

office and with each stakeholder.

2.56 The school system’s/diocese’s leadership ensures that all staff sign a confidentiality

agreement to ensure faculty and student privacy. The Diocese Handbook, Faculty Handbook,

and the Student/Family Handbook also outline measures and agreements to ensure

confidentiality. Emails have a disclaimer regarding confidentiality.

2.57, 2.58, 2.59 - The school’s governing body and leadership articulate and model the religious

tenets of the school, maintain the religious identity of the school, and use religious values and

identity to inform policies, procedures, and decisions as dictated by the school’s mission

statement and all governing documents from the diocese on down to the school.

2.60 The school’s governing body and leadership accepts the authority of the sponsoring

religious institution by having all faculty and staff sign off on the Employee Handbook

requiring adherence to our Catholic morals and values.

2.61 The school’s governing body and leadership engage the school’s community of

stakeholders in setting direction and planning for future of the school as a faith-based

institution through adherence to the diocesan handbook and any changes or updates from the

Bishop.

2.62 The school’s governing body and leadership assess a candidate’s understanding of the

commitment to the religious beliefs and mission of the school through the interview process

and requirement to agree to and sign the Employee Handbook.



2.63 and 2.64 The school’s governing body and leadership promote respect and collaboration

and are respectful and collaborative of faith in school communication, meetings, and

correspondence.



SCHOOL IMPROVEMENT PLANNING STANDARD FOR

ACCREDITATION

TEAM: Chairperson: Cheryl Smith (3rd grade); Dawn Hartley (Intermediate), Nancy

Clark (Paraprofessional)


SCHOOL PLANS

Type of Plan Yes/No Year Last Reviewed/

Updated

Quality/Effectiveness

of Plan

Strategic Plan/Long-Range

Plan

X N/A

Satisfactory

Needs Improvement

Unsatisfactory

Financial Plan X Yearly

X Satisfactory

Needs Improvement

Unsatisfactory

Facilities Plan X Yearly

X Satisfactory

Needs Improvement

Unsatisfactory

Technology Plan X Continuous

X Satisfactory

Needs Improvement

Unsatisfactory

Professional Development

Plan X Continuous

X Satisfactory

Needs Improvement

Unsatisfactory

Staffing Plan

X

Yearly

X Satisfactory

Needs Improvement

Unsatisfactory

Institutional Advancement

and Development Plan X Yearly

X Satisfactory

Needs Improvement

Unsatisfactory

Curriculum

Review/Revision Plan X Continuing/Diocesan

X Satisfactory

Needs Improvement

Unsatisfactory

Staffing Plan X X Satisfactory



Type of Plan Yes/No Year Last Reviewed/

Updated

Quality/Effectiveness

of Plan

Needs Improvement

Unsatisfactory

Student Enrollment Plan X Yearly

X Satisfactory

Needs Improvement

Unsatisfactory

Provide a description of proposed improvements and/or corrective actions that need to be

taken if a rating of “Needs Improvement” or “Unsatisfactory” is assigned. Include a

description of actions that have been initiated or are formally planned.

NO responses were rated 1 or 2.


SCHOOL IMPROVEMENT PLANNING STANDARD FOR

ACCREDITATION

The Standard: The school plans strategically and continuously to grow and improve its

students’ performance and the school’s capacity to produce the levels of student performance

desired and expected by its community of stakeholders. The school’s strategic plan is aligned

with and supports achievement of its mission. The school uses a collaborative process to

develop and implement its strategic plan for growth and improvement and ensures that the

plan includes professional development activities the staff needs to implement the plan and

achieve its goals.



The governing body and leadership ensure that the school:

3.1

Develops a strategic plan for growth and improvement that is

approved by the governing body (if appropriate) and supported

by the school’s community of stakeholders.

X

3.2

Bases its strategic plan on longitudinal data regarding the

achievement and performance of the school’s students and the

school’s capacity to produce the levels of student achievement and

performance expected by its community of stakeholders.

X




3.3

Communicates regularly to its community of stakeholders

information about the school’s planning process, strategic plan,

and the results being achieved by implementing the plan.

X

3.4

Provides members of its community of stakeholders with

appropriate opportunities to provide input into its strategic

planning for growth and improvement.

X

3.5

Takes into consideration the school’s capacities in terms of time,

energy, and resources when planning new initiatives, setting goals,

and developing action plans.

X

3.6

Guarantees that its action plans address all areas of the school’s

programs, services, operations, and resources that are relevant to

the strategic plan’s goals.

X

3.7 Monitors implementation of its strategic plan and revises it as

needed to ensure it is producing the intended results. X

3.8

Submits its strategic plan for periodic internal and external reviews

to validate the plan and its goals and planning process used to

develop the plan.

X

Indicator of Quality for faith-based schools 4



3.9 Maintains as a priority in all planning activities the spiritual life of

the school and its community. X


Source of

Comments Comments

Teachers Many changes often appear last minutes or spontaneous.


faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school such

as a Diocesan/Archdiocesan or a similar school of schools. The Faith-Based Indicators allow faith-based schools, if






Source of

Comments Comments

Support Staff

Students

They gave the 6th grade Chromebooks. Technology is big in

learning.

I think the students know most of the improvements and goals our

school has or is making. But sometimes information is directed to

certain people or grades and we do not all hear or know about all

the improvements.

Parents

The goals are generally communicated but often goals and plans

have been decided.

Opportunities are there but not always in a format where people are

comfortable speaking.

Community

Stakeholders

Explanation of Any Ratings of 1: N/A




List the school’s significant strengths in meeting the School Improvement Planning

Standard.

We continue to keep our curriculum up to date. Currently, 2nd and 4th grade are piloting a

common core math program. Through monthly dialogue at our faculty meetings, we review

curriculum, homework guidelines, step up to writing, and note taking.



List the school’s significant areas in need of improvement in meeting the School

Improvement Planning Standard.

While things are satisfactory, we need a specific plan for building hours of professional

development into our school calendar.


or strategic priorities related to School Improvement Planning that should be included in

the action plan in the Plan for Growth and Improvement.

The next step is to expand the professional development opportunities for faculty.


Evidence School

Strategic and/or long-range plan: previous Middle States Report X

Development/institutional advancement plan: Annual Report; Capital

Campaign; Education Committee X

Enrollment plan X

Policies related to school improvement planning: Diocesan Handbook X



FINANCES STANDARD FOR ACCREDITATION

A. Issues Related to this Standard

Team: Marie Malatesta (School Business Manager) Chairperson; Reverend William Coco

(Pastor); Richard Hart (Principal) and Kathleen Kenney (7th Grade)

A.2. For Non-Public, Independent And Proprietary Schools

FINANCIAL RESOURCES:

INCOME SOURCE Current Year Last Year

% from tuition 81% 84%

% from fees 10% 10%

% from fund-raising and other special Activities 2% 1%

% from annual giving 3% 1%

% from grants 1% 1%

% from interest/investments/rental income .50% .50%

Other (describe): CAFETERIA 2% 2%

Other (describe): STUDENT COUNCIL .50% .50%

Other (describe): % %

TOTAL 100% 100%

ANNUAL PER PUPIL COSTS:

PER PUPIL COSTS Current Academic Year Last Academic Year

Early Age School/Center $5874 $5698

Elementary School/Lower School $6463 $5940

Middle School $6463 $5940

Secondary/ Upper School N/A N/A



INSURANCE FOR THE SCHOOL:

Adequacy of Coverage

TYPE OF INSURANCE Satisfactory Needs

Improvement Unsatisfactory

Not

Applicable

General Liability X

Workers Compensation

and/or Long Term

Disability

X

Director & Officers

Liability and/or

Educators Legal Liability

X

Property Insurance X

Business Interruption X

Theft/fraud/deceit X

Travel and field trip

insurance X

School owned vehicle

insurance

X




N/A

Indicate any anticipated major capital expenditures within the next three years.

Primary wing of the building has a new roof; the remainder of campus buildings needs

roof replacements.

HVAC in Hall/Cafeteria

A.3. For All Schools—Financial Assurances

The financial viability and stability of a school is a primary requirement for accreditation by

the Middle States Association.

Therefore, if the school is not able to provide the results of a full external audit completed

within the last 18 months, the head of the school and the head of the governing body (if



applicable) must assure, by their electronic signatures below, that the financial information

and data reported in this Self-Study Report are true and accurate.

I give my assurance that the financial information and data in this Self-Study Report are true

and accurate.

Signed electronically by:

Printed Name of the Head of the School: Mr. Richard D. Hart

Signed electronically by:

Printed Name of the Head of the Governing Body:

Rev. William T. Cocco



The Standard: The school has financial resources that are sufficient to provide its students

with the educational program defined in the school’s mission and strategic plan. Financial

resources are stable, and indications are they will continue to be stable for the foreseeable

future. The school uses business practices that are ethical and follow accepted budgeting and

accounting principles. The practices promote confidence in the school’s ability to manage its

fiscal and material resources in a responsible manner. The school dedicates its financial

resources to implementing its educational program, services, activities, and operations.




4.1 Is free of any contingent financial liabilities or on-going litigations

that could affect the school’s ability to continue operation. X

4.2 Maintains levels of income and expenditures that are in

appropriate balance. X

4.3

Has and implements written policies and procedures that require

the governing body and leadership to exercise prudent control

over the school’s finances and all financial operations.

X



4.4

Entrusts the overseeing and conducting of its financial and

business operations only to those who possess the appropriate

qualifications.

X

4.5

Develops short- and long-range financial plans to ensure financial

resources are available to deliver its educational program and

services.

X

4.6

Submits official financial records of the school such as periodic

financial audits, external reviews that are conducted by qualified

external agencies, or other evidence of financial viability and

stability.

X

4.7 Responds appropriately to the results and recommendations of

financial audits or reviews. X

4.8 Gives stakeholders appropriate opportunities to provide input into

financial planning. X

4.9

Provides the staff with appropriate opportunities to participate in

determining financial priorities for curriculum and instructional

needs.

X

4.10 Informs families enrolling students in the school about any

financial obligations for attending the school. X

4.11

Sets tuitions and fees, if applicable, that are related to the content

of the school’s educational program, the length of study, and

equipment and supplies required for learning.

X

4.12 Has and implements written, reasonable, and equitable tuition,

collection, and refund policies. X

4.13

Carries appropriate insurance coverage that is adequate for

protecting the interests and operations of the school (e.g., business

interruption, casualty, property, liability insurance for employees

and the governing body/owner).

X

4.14 Makes prudent use of resources available through development

activities, grants, foundations, and other partnerships. X

Indicators of Quality for faith-based schools 5










The school’s governing body and leadership ensure that the school:

4.15 Has the financial resources necessary to support and enhance the

religious nature of the school. X

4.16 Considers the religious values of the school when making

decisions regarding the use of its financial resources. X

4.17 Conducts advancement efforts that are supported by the school’s

leadership, staff, parents, and alumni. X

Stakeholders’ comments to support the ratings: N/A

C. Self-Assessment of Adherence to the Indicators of Quality




The school’s governing body and leadership ensure that the school:

4.15 Has the financial resources necessary to support and enhance the

religious nature of the school. X

4.16 Considers the religious values of the school when making

decisions regarding the use of its financial resources. X

4.17 Conducts advancement efforts that are supported by the school’s

leadership, staff, parents, and alumni. X


Source of

Comments Comments









Source of

Comments Comments

Administrators

Saint John the Beloved Parish has a working Finance Council that

works with the Pastor, Principal and Parish Business Manager to

ensure the financial integrity of the school. This is done on a

monthly basis. There are well-established procedures set in place to

develop the school budget, tuition rates and fees.

Governing Body

N/A

Teachers

Staff does not participate in any financial issues related to the

curriculum or instructional needs.

Teachers give input on materials/programs needed in classrooms

which are included on yearly budget.

Support Staff

Support staff provide input on needs yearly and this information is

included in our new budget.

Students Student requests are addressed and included in teacher requests.

Parents

Parent input is provided through Home & School Officers as well as

the parent Education Committee.

More parents should be represented at Parish Finance Committee

meetings.

Community

Stakeholders

N/A

Others [Describe]:

We work cooperatively with all parish organizations: athletics,

outreach, religious education, etc.

Others [Describe]:

Explanation of Any Ratings of 1: N/A

D. Self-Assessment of Adherence to the Standard for Accreditation




E. Implications for Planning

List the school’s significant strengths in meeting the Finances Standard.

We implement a well-defined formula when developing the school budget. Our annual

budgets must be approved by the Pastor and the Parish Finance Council.

List the school’s significant areas in need of improvement in meeting the Finances

Standard.

Put emphasis on marketing to insure stable enrollment.

Keeping aware of the physical needs of the school’s facilities.

Studying projections for salaries, benefits and size of school staff.


or strategic priorities related to Finances that should be included in the action plan in the

Plan for Growth and Improvement.

F. Evidence to Support the Assessment of This Standard

Evidence School

Current operating budget (for main campus and each branch campus) –School

Business Manager

Marie

Malatesta

Certified external audit letter conducted within the last two years (for main

campus and each branch) Parish Business Manager

Michele

Pyle

Student tuition and fee schedule (if applicable) Marie and

Michele

Long-range financial plan Parish

Council

Schedule of student tuition and fees (for non-public and proprietary institutions)

Parish Business Manager

Michele

Pyle

Evidence that the institution has no contingent liabilities or on-going litigations

that potentially could affect the institution’s ability to continue operation

Michele

Pyle



Evidence School

List of grants and other funding sources obtained in the last calendar year N/A

Publications provided to students outlining students’ financial obligations Handbook

and

Annual

Report

Summary of the institution’s insurance coverage (for main campus and each

branch)

Michele

Pyle

Policies related to finances, financial aid, and refunds Michele

Pyle



FACILITIES STANDARD FOR ACCREDITATION


TEAM: Chairperson- Julie Donofrio (Early Childhood), Jessica Nowell (Pre-K), Kathy

DeFlaviis (Paraprofessional), Annette Saldutti (Paraprofessional), Pauline Berlingieri

(Director of Religious Education)

A.1. PHYSICAL FACILITIES.

Facility Location Year

Constructed

Most Recent

Renovation Ownership

School Senior

Building

1956-1957 On-going

X Owned

Leased

School Junior

Building

1964 On-going

X Owned

Leased

School Library

Wing

1983-1984 On-going

X Owned

Leased

School Our Lady of

Angels Wing

2010 On-going

X Owned

Leased

Gerres Building 1981

Music Room

2010

X Owned

Leased

Sheehy Hall-

Gym/Cafeteria

1955-1956 Floor 2012

X Owned

Leased

Church 1974-1976 X Owned

Vianney House 1956-1957 2013 X Owned

Rectory 1900’s 2013 X Owned



A.2. ADEQUACY OF FACILITIES.

Facility Satisfactory Needs

Improvement Unsatisfactory

Not

Applicable

Furnishings X

Provisions for the Disabled X

Variety of Instructional

Spaces X

Laboratories X

Counseling/Guidance

Space(s) X

Health Services Space(s) X

Library/Learning Media

Center X

Administrative and Support

Spaces X

Offices and Planning Spaces

for the Faculty X

Heating, Ventilation, Air

Conditioning X

Electrical, Water, and

Sanitation Systems X

Energy Conservation System X

Security System X

Storage Spaces X

Parking Spaces X

Athletic Fields X

Indoor Athletic Space(s) X

Cafeteria/Dining Space(s) X

Auditorium/Theater X

Dormitories X

Chapel X

Maintenance & Cleaning X

Other:




taken if a rating is unsatisfactory:

All areas deemed satisfactory.

A.3. MAINTENANCE AND CLEANING STAFF:

Type of Facilities Personnel Number Adequacy of Type and Number

Maintenance 2

X Satisfactory

Needs Improvement

Unsatisfactory

Clothing N/A

Satisfactory

Needs Improvement

Unsatisfactory

Grounds 2

seasonal

X Satisfactory

Needs Improvement

Unsatisfactory

Other: School Buildings and

Facilities Cleaning Staff 5

X Satisfactory

Needs Improvement

Unsatisfactory

Other: N/A

Satisfactory

Needs Improvement

Unsatisfactory




All areas deemed satisfactory.



A. Self-Assessment of Adherence to the Indicators of Quality

FACILITIES STANDARD FOR ACCREDITATION

The Standard: The school provides facilities that are safe, clean, and well maintained and that

are appropriate and adequate to achieve the school’s mission. The facilities provide a physical

environment that supports delivery of the school’s educational program, services, and

activities, and the ability of students to achieve the levels of learning and performance

expected of them. The facilities are inspected regularly for effective operation and are in

compliance with all applicable health and safety codes of the civil jurisdiction(s) within which

the school is located.




5.1 Provides sufficient and appropriate facilities for all aspects of the

school’s educational programs, activities, and services including: X

5.1.a. Instructional areas/classrooms X

5.1.b. Administrative offices X

5.1.c. Conference rooms X

5.1.d. Student activities X

5.1.e. Student services X

5.1.f. Safe and secure storage of school property, equipment, and

materials (e.g., cleaning supplies and chemicals). X

5.1.g. Safe and secure storage of student belongings X

5.2

Includes in its budget the resources needed for facilities,

equipment, and materials to support its educational program,

services, and activities.

X

5.3 Conducts regular and systematic assessments of the adequacy of

its facilities, equipment, and materials. X

5.4 Plans for, funds, and schedules regular preventative measures,

repairs, and maintenance of its facilities, equipment, and materials. X

5.5 Includes considerations regarding the appropriateness and

adequacy of its facilities in its strategic planning. X

5.6 Considers the capacities of its facilities and equipment before

adopting new programs. X




5.7 Has sufficient systems in place to monitor and provide appropriate

air quality throughout its facilities. X

Indicators of Quality for schools with early childhood education programs.


The governing body and leadership ensure that the learning environment:

5.10 Provides an effective learning environment which supports the

education goals for students and effective teaching for faculty. X

5.11 Is aesthetically pleasing with predominantly child-produced items

on display X

5.12

Includes interest centers that have materials in an orderly,

accessible arrangement with sufficient space for the number of

children and activities intended.

X

5.13 Includes appropriately sized furniture designed to assure

accessibility to children. X


Source of

Comments Comments

Administrators None

Governing Body N/A

Teachers

There are several small classrooms in the Middle School where there

are too many desks and students for the size of the room.

No good-flow of traffic.

Support Staff None

Students

A few classrooms are very small.

When students switch classes, it is sometimes hard to get to class

without being cluttered around people.

Parents

If parents would follow the guidelines surrounding drop-off and

pick-up, the students would be safer.

The school building and grounds are very nice. I give the school high

marks for adding the secondary set of security doors near the school

office for safety.

Evidence: According to Survey Responses, All Ratings Were 3 or Above.



B. Self-Assessment of Adherence to the Standard for Accreditation


C. Implications for Planning

List the school’s significant strengths in meeting the Facilities Standard.

The school environment is aesthetically pleasing with predominantly child produced items

on display.

The school has adequate space for safe entry, exit and traffic flow within the building.

List the school’s significant areas in need of improvement in meeting the Facilities

Standard.

All areas are satisfactory as rated by surveys.

Facilities Committee members had a concern about some small classroom spaces for Middle

School classes. We understand that this is currently being studied by administrators.


or strategic priorities related to Facilities that should be included in the action plan in the

Plan for Growth and Improvement.

Improvements will be based on future growth, budget and approval.

D. Evidence to Support the Assessment of This Standard

Evidence School

Floor plan of facilities: Visible in each classroom for fire exit procedures.

Drawings filed with IT Manager, Assistance Principal and Maintenance

Manager.

X

Long-range facilities plan: Rectory/Parish Offices X

Maintenance/repair schedules: Maintenance Office X

Plans for any facilities improvements: Rectory/Parish Offices X

Policies related to facilities: Approved by Pastor and Appropriate Committee X



SCHOOL ORGANIZATION AND STAFF STANDARD FOR

ACCREDITATION

TEAM: Chairperson: Mary Beth Connell (4th grade); Mary Ann D’Amico (Kindergarten);

Denise Lenz (1st grade); Beverly Rubini (5th grade); Tricia Scalora (paraprofessional)


Not applicable in this section. See School Information in the Profile of the

School.


SCHOOL ORGANIZATION AND STAFF STANDARD FOR

ACCREDITATION

The Standard: The school’s organization facilitates achievement of its purposes and core

values as expressed in its mission and successful implementation of its educational program,

services, and activities. Members of the administrative, instructional, and support staffs are

qualified, competent, and sufficient in number to provide a high quality educational

experience as defined by the school’s mission. Staff members possess the qualifications

required by the civil authority in which the institution operates to administer and teach the

program(s) to which they are assigned. Staff members are evaluated regularly based on clear

expectations for performance and are provided with professional development experiences

that address areas in which staff members need to grow and/or improve. The school’s leaders

and staff demonstrate collegial and collaborative relationships.



The governing body and leadership ensure that the school’s organization promotes in its

students:

6.1 An understanding and acceptance of the high expectations the

school holds for learning and citizenship. X

6.2 A sense of being trusted, supported, and recognized for their

accomplishments and contributions.

X

6.3 Pride in their school. X




The governing body and leadership ensure that the school’s organization promotes in its staff:

6.4

A sense of collegiality, high expectations for performance, trust,

support, recognition for accomplishments and contributions, and

pride in their school.

X

6.5 Commitment to the school, dedication to their work, and pride in

the outcome of their efforts. X

6.6 Professional satisfaction and good general morale. X

The governing body and leadership ensure that the school’s organization:

6.7

Is described by a logical and clear table of organization that

includes written job descriptions and that specifies levels of

responsibility and reporting relationships.

X

6.8

Defines clearly in writing roles, responsibilities, expectations, and

reporting relationships of its staff that support a high quality

educational program and experiences for the school’s students.

X

The governing body and leadership ensure that the school has and implements written policies

and/or procedural guidelines for ensuring a positive work environment, including:

6.9 The day-to-day operation of the school. X

6.10

Determining adequate compensation, arriving at reasonable

workloads and acceptable working conditions, and defining just

and fair treatment for all members of its staff.

X

6.11 Evaluating staff members’ performance. X

6.12 Handling complaints/ grievances by members of the staff. X

6.13 Orienting and mentoring of new staff members. X

6.14 Appropriate orientation and supervision for service providers not

employed by the school. X

The governing body and leadership ensure that:

6.15

Due diligence is conducted in the hiring process to ensure that all

members of the staff are eligible and continue to be eligible to

work with children.

X

6.16

Due diligence is conducted to ensure that employees of providers

of contracted services are eligible and continue to be eligible to

work with children.

X

The governing body and leadership ensure that the school’s staff:

6.17

Is led by designated and qualified leaders who provide

coordination, supervision, support, and direction for the school’s

educational program, services, and activities.

X

6.18 Is assigned to work based on the members’ education, preparation,

experience, expertise, and commitment to the school’s success. X

6.19 Is evaluated regularly based on professional standards and X




expectations that have been communicated to the staff in advance.

6.20 Is evaluated with the knowledge of the staff member and reported

to the staff member in writing as well as verbally. X

6.21

Is provided with an opportunity to discuss performance

evaluations with the evaluator(s) and the ability to appeal

evaluations to a designated level of leadership above the

evaluator(s).

X

6.22 Is provided opportunities to offer input into the content of

professional development experiences. X

6.23 Is encouraged by the leadership to affiliate with professional

organizations. X

6.24 Feels safe in the school. X

6.25 Enforces the student code of conduct fairly and uniformly. X

The governing body and leadership ensure that the school’s students:

6.26 Understand and abide by the school’s code of conduct. X

6.27 Feel safe in the school. X

The governing body and leadership ensure that school’s families and community of

stakeholders:

6.28 Understand and support the school’s code of student behavior. X

6.29 Feel safe in the school. X

6.30 Demonstrate a commitment to, pride in, and support for the

school by participating in its activities, promoting its mission, and

ensuring the school has needed financial resources.

X

Indicators of Quality for schools with early childhood programs


The governing body and leadership ensure that the early childhood program:

6.31 Promotes development of children's positive peer relationships. X

6.32

Has and implements personnel policies that include an appraisal

system and professional development programs that focus

explicitly on staff behaviors that are to be encouraged in the

classroom such as teacher interactions with children,

acknowledgement of age-appropriate development, and

developmentally appropriate instructional practices.

X

6.33 Seeks to achieve applicable teacher and/or staff-to-children ratios. X



Indicator of Quality for schools that provide all or part of their educational

program by a distance modality

X These Indicators do not apply to our school.



The governing body and leadership ensure the school:

6.37 Portrays an identifiable integration of faith, life, and culture. X


6.38

The school’s programs of study, activities, athletics, codes of

conduct, and discipline actions reflect the religious values

expressed in the school’s foundational documents.

X

6.39

Appropriate attention is given in all school programs and activities

to values and traditions that demonstrate and reinforce the

school’s religious nature.

X

6.40

Members of the faculty are provided with opportunities to

advance their understanding of the religious beliefs and

foundational documents of the school.

X

6.41 Formal and informal opportunities are provided for the spiritual

development of the faculty and staff members. X

6.42

Regular professional development opportunities are provided for

the spiritual development of the faculty and staff as spiritual

leaders in the school community.

X

6.43 The religious studies program for students is consistent with the

mission of the school and the sponsoring institution. X

6.44 Opportunities for prayer and/or expressions of faith are integrated

into its curriculums and daily activities. X









Indicators of Quality for All Pennsylvania Public Schools, Private Schools and

Their Contractors’ Employees Who Work in Direct Contact with Children, and

Student Teacher Candidates.



Source of

Comments Comments

Administrators No Comments

Governing Body N/A

Teachers

More religious certification classes are needed.

Discipline is inconsistent.

Not aware of any written policies for orienting new staff members.

Support Staff N/A

Students

Before we eat we always pray and begin some classes with prayers.

The school has just gotten new student emails and I personally like

this because the teachers can contact you to help you with school

work.

Parents

The idea of community has been undermined by parents not

volunteering; societal moral decline and a sense that the individual is

more important than the whole.

Implementation of bullying policy needs more priority; i.e., parent

volunteers and coaches need better training in this area.


Indicator

No. Evidence

N/A All Ratings were 3 or higher.






List the school’s significant strengths in meeting the School Organization and Staff

Standard.

6.3 School community members take pride in their school.

6.5 School Leadership displays commitment to the school and dedication to their work.

6.16 Due diligence is conducted to ensure that employees are eligible to work with

children.

6.37 Leadership portrays an identifiable integration of faith, life and culture.

List the school’s significant areas in need of improvement in meeting the School

Organization and Staff Standard.

N/A: No weaknesses are indicated.


or strategic priorities related to School Organization and Staff that should be included in

the action plan in the Plan for Growth and Improvement.

Maintain a sense of high expectations for performance, trust and recognition for

accomplishments.

Improve orientation procedures for new teachers and employees.




Evidence School

Organizational chart for the school and school system X

Floor plan of facilities X

Salary schedules and descriptions of benefits packages for teachers, specialists,

and support staff: Business Office X

Contracts (e.g. union, collective bargaining agreements) N/A

Results of any climate survey X

Instruments used for evaluating the performance of the staff X

Professional development plan: DEEDS X

Policies related to school climate and organization: We post 4 Handbooks on

our website: Parent/Student; Middle School; Faculty; After-Care X



HEALTH AND SAFETY STANDARD FOR ACCREDITATION


TEAM: Chairperson: Ashley Gebhart (Nurse); Amy Reice (PE Teacher); Diane Naylor

(Library-Paraprofessional); Carmela Golebiowski (Kindergarten-Paraprofessional)

A.1. EMERGENCY AND CRISIS PLANS:

Type of Emergency/Crisis Plan Effectiveness of

Plans

S NI U

Emergency Codes: Red; Yellow; Blue X

Fire Drill X

Tornado X




Schedule a Tornado Drill during the month of September each year.

A.2. EMERGENCY DRILLS:

Type of Emergency Drill Frequency of

Drills Quality of Drills

S NI U

Fire

Semi-Monthly

X Monthly X

Annually

Natural Disaster (Severe Weather,

Flooding, etc.)

Semi-Monthly

Monthly

X Annually X

Bomb Threat

Semi-Monthly

Monthly

X Annually X



Type of Emergency Drill Frequency of

Drills Quality of Drills

S NI U

External Threat

Semi-Monthly

Monthly

X Annually X

Internal Threat

Semi-Monthly

Monthly

X Annually X

Bus Evacuation: N/A

Semi-Monthly

Monthly

Annually




Tornado Drill should be held annually as part of the normal Emergency Drill routine.

A.3. HEALTH AND SAFETY INSPECTION SCHEDULE:

Type of Inspection Frequency

Results of Inspections

S NI U

Fire Alarm System

Semi-Monthly

Monthly

X Annually X

Food Services

Semi-Monthly

Monthly

X Annually X

Elevator(s) N/A

Semi-Monthly

Monthly

Annually

Internal Communications System

Semi-Monthly

Monthly

X Annually X

Technology Arts/Industrial Arts

Equipment

Semi-Monthly

X Monthly X



Type of Inspection Frequency

Results of Inspections

S NI U

Annually

Athletic Equipment

Semi-Monthly

Monthly

Annually

Playground Equipment

Semi-Monthly

X Monthly X

Annually

Water Supply

Semi-Monthly

Monthly

X Annually X

Swimming Pool Water: N/A

Semi-Monthly

Monthly

Annually

A.4. SUMMARY OF HEALTH SCREENINGS:

Screening For Conducted By Frequency

Vision School Nurse; Simon Eye

Semi-Monthly

Monthly

X Annually

Hearing School Nurse

Semi-Monthly

Monthly

X Annually

Dental N/A

Semi-Monthly

Monthly

Annually

Physical Personal Physician

Semi-Monthly

Monthly

X Annually

Tuberculosis School Nurse

Semi-Monthly

Monthly

X Annually

Semi-Monthly



Screening For Conducted By Frequency

Other: Postural Screenings School Nurse

Semi-Monthly

Monthly

X Annually

A.5. SUMMARY OF INNOCULATIONS:

Inoculation For In Grade Level

DTap; IPV; MMR; Varicella; HepB PreK – 8

A.6. PROVISIONS FOR HEALTH AND SAFETY:

Health and Safety Issue Quality and Adequacy

S NI U

Adequate health care services at all times. X

Health care at school functions that take place away from the

school’s premises. X

Means to communicate internally in event of power failure of

evacuation of building. X

Means to communicate externally in event of power failure of

evacuation of building. X

Place(s) to assemble during an evacuation X

Proper and safe storage of dangerous substances. X

Fire blankets and/or eye wash stations in required areas. X

Automatic external defibrillators available and staff personnel

trained to use them. X

Panic buttons for dangerous equipment. X

Provisions for preventing the spread of infectious substances

and diseases. X

Safety lines in required areas. X

Students and the staff wearing eye and ear protection in

dangerous areas. X



Health and Safety Issue Quality and Adequacy

S NI U

Fire extinguishers available in all areas. X

Fire alarm pull stations in all areas. X

Evacuation notice and directions posted in all rooms and

spaces. X




N/A

A.7. HEALTH AND SAFETY STAFF:

Type of Health and Safety Personnel Number Quality and Adequacy

S NI U

Certified Nurse 1 X

Nurse’s Assistant N/A

School Security Officer N/A

Local Police Security Officer N/A


HEALTH AND SAFETY STANDARD FOR ACCREDITATION

The Standard: The school provides a safe, orderly, and healthy environment for teaching and

learning that meets the health and safety requirements of the civil jurisdiction(s) in which the

school operates. The school has and implements policies and/or procedural guidelines to

ensure the health and safety of students, the staff, and visitors to the school. The school has

and implements plans for responding to emergencies and crises.






7.1

Regularly reviews and updates its written policies and/or

procedural guidelines governing the school’s provisions for the

health and safety of its students, staff, and visitors.

X

7.2 Regularly reviews and updates its plans for responding to

emergencies and crises. X

7.3

Has and implements written procedures and functional equipment

with which to communicate during fire and other emergencies, to

summon assistance, and to evacuate the school’s facilities.

X

7.4

Conducts drills of its emergency and crisis plans regularly,

maintains written records of drills, and based on the outcomes of

the drills, assesses the effectiveness of its plans and revises them

accordingly.

X

7.5

Provides appropriate and adequate health care for its students

during the school day and makes provisions for appropriate health

care at school functions that take place away from the school’s

premises.

X

7.6

Provides appropriate training for all staff members on

implementing the school’s emergency and crisis plans, handling

accidents and illnesses, and universal precautions for preventing

the spread of infectious diseases.

X

7.7 Has and implements written policies and/or procedural guidelines

to manage the storage and administration of student medications. X

7.8 Has and implements a system to account for the whereabouts of

its students at all times. X

7.9

Has and implements policies and/or procedural guidelines for

maintaining and sharing medical records and health information

of students and members of the staff in compliance with applicable

laws.

X

7.10

Provides to its staff up–to-date on relevant health, wellness, and

safety information and practices pertaining to the school’s

students and staff.

X

7.11 Maintains positive working relationships with local health and

safety authorities and health service providers. X

7.12

Includes in its educational program and activities opportunities

for students to develop knowledge, attitudes, and practices

necessary for personal wellness and a healthy lifestyle.

X





7.13 Has an effective system to control access to the school by visitors

and other non-school personnel. X

7.14 Has and implements expectations for members of the staff to

model positive health and safety practices. X

7.15 Makes safe drinking water available for the students, the staff, and

visitors to the school. X

7.16

Implements practices and/or programs to promote awareness,

prevention, and responsiveness to issues related to the social and

emotional well being of the students.

X




7.17

Provides care for infants that is consistent with current

professional practice, especially with respect to sleeping, bottle-

feeding, diapering, sanitation, nurturing, and daily interactions.

X

7.18 Regularly sanitizes surfaces where children eat and sleep and

items they can put into their mouths. X

7.19 Consults regularly with health professionals regarding the health

risks of working with young children X


Source of

Comments Comments


Governing Body N/A

Teachers None that I am aware of

Support Staff N/A

Students My school is a very healthy and sanitary school.

We have a nurse 5 days a week, 7 hours a day.



Source of

Comments Comments

We have people come in and teach us about eating healthy.

We practice safety drills.

Parents

The school is safe.

The school has systems in place and they are utilized during school

hours.

I would like to see a more nutritious lunch program implemented.

SJB has made remarkable improvements for the safety of our children.


Indicator

No. Explanation

N/A All Ratings were 3 or higher.




List the school’s significant strengths in meeting the Health and Safety Standard.

Full-Time Nurse

Emergency Procedure Guide

Emergency Codes and Drills

List the school’s significant areas in need of improvement in meeting the Health and Safety

Standard.

Annual Review of First Aid and emergency procedures.




or strategic priorities related to Health and Safety that should be included in the action plan

in the Plan for Growth and Improvement.

Establish a procedure for training new employees on emergency procedures.


Evidence School

Emergency and crisis plans: Located in every classroom X

Records of most recent health and safety inspections: Nurse, Main Office,

Maintenance Office X

Record of emergency drills: Main Office X

Emergency Procedures section of Faculty Handbook (Needs Updating) X



EDUCATIONAL PROGRAM STANDARD FOR ACCREDITATION


TEAM: Chairperson: Ruth Chandlee (8th grade); Barbara Dawson (1st grade); Jacquelyn

Dayett (2nd grade); Gerry McGivney (5th grade); Jennifer Dunfee (6th-7th grades); Tara

Donovan (Paraprofessional and Parent)

A.1. SUMMARY OF THE EDUCATIONAL PROGRAM:

TOTAL NUMBER OF INSTRUCTIONAL HOURS PER YEAR

TOTAL NUMBER OF INSRUCTIONAL HOURS PER YEAR

X The instructional hours are reported for one academic year

The instructional hours are reported for one academic semester



Describe the school's policy/procedure for developing, reviewing, and revising the

curriculum areas in the school's educational program.

Spanish expanded to 45 minutes/5days per week for grades 7 & 8; 4 days for grade 6;

2 days for grade 5. This enriched Spanish learning time provides the opportunity for

students to test out of Spanish I in grade 9.

Pre-K curriculum is driven from DE State Reading Standards, NCEA Documentation

and assessing other Pre-K programs.

Describe the school's policy/procedure for ensuring that the curriculum areas in the school's

educational program are aligned vertically and horizontally.

Textbooks reviewed per subject area on a 5 year rotation for spiral and sequential

content.

Cross-Curriculum Activities: ELA & Science/Social Studies/ Computer essays.

Step-up-to Writing Program spans grades K-8 sequentially. Each grade builds upon a

similar topic with increasing detail depth, sentence types and paragraph

requirements.

We are in the second year “Wonders” reading program K through 6th grade.

Describe the school's policy/procedure for developing, reviewing, and revising curriculum

guides for the curriculum areas in the school's educational program.

Accomplished on a diocesan level. Teachers volunteer or may be asked to serve on a

committee.

Describe how and in which curriculum areas students receive instruction for developing

critical thinking, reasoning, problem-solving, and study skills.

Teacher-driven: Books are selected keeping in mind the skills needed for differentiated

instruction. “Wonders” reading is a prime example of this. We implement Common Core

as well as Diocesan Standards in lesson planning.

Describe how and in which curriculum areas students receive instruction in the effective

uses of technology for learning and opportunities to apply that knowledge.



Our students incorporate technology for learning at every grade level and in all major

curriculum areas:

Interactive Smart Boards in every classroom (except art, library . music and gym)

iPad usage pre-K through 2nd grade

Portable laptop carts for use in grades 5, 7, 8

Chromebook learning (1 to 1) initiated this year with 6th grade

Keyboarding, power point preparation, research skills and guidelines

Technology based software accompanies every student textbook for on-line learning.

Software reinforcement for learning: Study Ladder, Reading Counts and QTalk

(Spanish).

Describe how and in which curriculum areas students are provided with opportunities to

develop social skills such as self-control, working constructively in a group, accepting

individual and group responsibility, etc.

Cooperative learning in all subjects/grades, study partners, peer reviews in ELA, science

labs, K and 8th grade buddy partner activities.

Describe the school's policy/procedure for selecting, evaluating, and reviewing instructional

materials for the curriculum areas in the school's educational program.

Yearly cycle of one textbook series upgrade (5 year return cycle)

Diocesan school teachers meet with book companies for demonstrations and

workshops; then have discussions with same subject teachers to make a selection.

All final decisions must be reviewed and approved by school administrations and

the superintendent of schools.

Describe the school's policy/procedure for identifying and addressing different student

learning styles for the curriculum areas in the school's educational program.

Grades K through 4th are self-contained and heterogeneously grouped.

Grades 5 and 6 have one group of advanced learning students and two groups of

heterogeneous learning abilities.

Grades 7 and 8 each have three tracked ability groups.

Instructional materials are selected based on their provisions to accommodate

differentiated instruction and individual online learning.

For students requiring assistance with reading comprehension skills, we schedule

Reading Assist tutoring (3 sessions per week) and an after school Title 1 tutoring

program (reinforcement of Math and ELA skills).



Describe the school's policy/procedure for identifying students with special needs (gifted,

ESL, special education, etc.) and how the curriculum areas are modified for these students.

Student academic capabilities are assessed yearly through Terra Nova nationally-

normed reference testing (2nd through 8th grades). Referrals for additional testing by

Red Clay school district are initiated through teacher discussion with the school

counselor. Our teachers are not trained in special education; however,

accommodations are made as recommended in testing results.

Instruction for our top groups in accelerated and expectations are rigorous. These

students must maintain honor roll status to continue in that group.


EDUCATIONAL PROGRAM STANDARD FOR ACCREDITATION

The Standard: The school’s educational program consists of carefully planned and well-

executed programs of study that are based on appropriate content and learning standards,

instructional methods, and assessments of student learning that reflect current research and

best practices in learning and teaching. The educational program is aligned with the school’s

mission, approved by the governing body, and sufficiently financed and supported. The

educational program is designed so that all students can achieve at the levels desired by the

school’s community of stakeholders.




8.1

Has and implements policies and/or procedural guidelines and

criteria for regularly reviewing and revising programs of

study/courses, developing new programs of study/courses, and

eliminating programs of study/courses that are determined to be

no longer effective or that no longer contribute effectively to

achieving the school’s mission and goals for student learning.

X

8.2 Publishes for all students and their families an overview of the

school’s educational program and its programs of study. X




The governing body and leadership ensure that the school’s educational program includes:

8.3

Programs of study that consist of a scope and sequence,

knowledge and skills to be learned, expectations for the levels of

student learning and performance, instructional methods, and

assessment methods.

X

8.4

Instruction in the subject areas of language arts and literature

(including early language development and literacy skills,

speaking, writing, and listening communication skills),

mathematics, the sciences, social sciences, world languages, visual

and performing arts, health, and physical education.

X

8.5

Instruction in appropriate and effective uses of information

technology for learning and teaching and provides opportunities

for application of knowledge and skills learned.

X

8.6

Experiences that promote students’ critical thinking, reasoning,

problem-solving skills, study skills, and the transfer of learning to

other curricular areas and real-life issues.

X

8.7

Opportunities for students to develop social skills, such as self-

control and a sense of individual and group responsibility in

interactions with adults and peers.

X

8.8 Opportunities that promote global awareness and understanding

of diverse cultures and lifestyles. X

The governing body and leadership ensure that the school’s educational program:

8.9

Is delivered using written curriculum guides that are current,

functional, available to and used by teachers, and that reflect

current research and best practices.

X

8.10

Defines expected outcomes for student learning and performance

in terms of knowledge, understandings, attitudes, skills, and

habits to be demonstrated.

X

8.11 Expresses expected student learning outcomes in terms that can be

understood by the students. X

8.12 Is delivered in a variety of learning settings (e.g., individual, small

group, large group). X

8.13

Considers the ages, cultures, and varying levels of ability of

students when setting levels of expected student learning and

performance.

X

8.14 Is articulated both horizontally and vertically and coordinated

among all levels of the school. X






8.15 Provides families with appropriate opportunities to offer input

regarding the school’s curriculum.

X

8.16

Considers as part of its educational program, everything that

happens during the day, including while children play and

explore, eat, interact, toilet, take walks or field trips, engage in

planned experiences, and are involved in transitions such as

arrival, clean-up, and departure.

X

The governing body and leadership ensure that the school’s early childhood educational

program:

8.17 Supports language development. X

8.18 Provides a balance of opportunities for mastery and challenge. X

8.19

Includes activities that are designed to prompt exploration,

support growing independence, and minimize

disruptions/distractions.

X

8.20 Includes age- and content-appropriate interest activities in all

classrooms. X

8.21 Treats all spaces in the school in which students may be present as

part of the learning environment. X

8.22 Supports development positive interactions between peers. X

The governing body and leadership ensure that the school’s early childhood educational

program provides:

8.23 An integrated approach to children’s social, emotional, physical,

cognitive, and language development. X

8.24 A good balance of child-initiated and teacher-initiated activities in

the daily plan. X

8.25 Individualized instruction for infants and young toddlers

primarily and, as appropriate, activities in small groups.

X

8.26 A balance of quiet and active times and flexibly incorporates

learners’ natural routines into the rhythm of the day. X

8.27

Daily indoor and outdoor play with a balance between large-

muscle and small-muscle as well as organized and unstructured

experiences.

X

8.28

Development of early language and literacy skills through such

activities as conversation, storytelling, singing, poetry, finger

plays, games, puppets, pretend play, shared reading of picture

X




books, and other meaningful learning experiences.

8.29 Opportunities for increasing independence in use of materials and

equipment and in self care. X

8.30 Structured and unstructured opportunities for children’s active

involvement with people and materials. X

8.31 Spontaneous learning and activities that build on children’s

repertoires and curiosity. X

8.32

Learning areas designed for individual and group exploration and

growth and that support challenge and consolidation in the

relevant domains of development.

X

8.33 Experiences that prepare students for a successful transition to

elementary school settings. X

8.34 Materials for gross and fine motor activities. X

8.35 Developmentally appropriate learning resources for outdoor

activities. X

8.36 Daily opportunities for dramatic play, art, and other creative

expression for toddlers and older children, X

8.37 A variety of books that are accessible to all age groups every day. X

Indicators if Quality for schools with elementary school programs


The governing body and leadership ensure that the school’s elementary-level educational

program:

8.38

Places emphasis on the development of cognitive, psychomotor,

and affective skills, plus the knowledge and competencies that

establish the basis for greater understanding.

X

8.39 Provides an integrated approach to children’s social, emotional,

physical, cognitive, and language development. X

8.40 Provides individualized instruction for infants and young toddlers

primarily and, as appropriate, activities in small groups. X

8.41

Provides daily indoor and outdoor play with a balance between

large-muscle and small-muscle as well as organized and

unstructured experiences.

X

8.42 Provides experiences that prepare students for successful

transition to middle and secondary school settings. X



Indicators of Quality for schools with middle school programs


The governing body and leadership ensure that the school’s middle-level educational program:

8.43 Provides activities and experiences that assist early adolescents in

identifying their aptitudes and interests. X

8.44 Provides experiences that prepare students for successful

transition to the secondary school setting. X

Indicators of Quality for schools with secondary school programs


Indicators of Quality for schools that deliver all or part of their educational





The governing body and leadership ensure that the school’s religious educational program:

8.54 Reflects appropriately the religious nature of the school. X

8.55 Integrates religious teachings into all areas of the educational

program. X

8.56 Includes teachings that are grounded in the beliefs, values, and

traditions of the sponsoring faith-community. X

8.57

Defines clearly the objectives for faith development and

community service programs for students that reflect the mission

of the school.

X

8.58 Makes religious education for students a priority in scheduling,

budgeting, and planning. X










8.59 Is a central concern of all of the school’s leaders, faculty members,

and staff. X

8.60 Is age and developmentally appropriate. X

8.61 Includes health education that is consistent with the religious

beliefs and values of the sponsoring faith-community. X

8.62

Includes opportunities for students to apply their learning beyond

the classroom (e.g., community service projects, internships, job

shadowing).

X

8.63 Provides regular faith-based experiences that foster the religious

formation of the students. X


Source of

Comments Comments


Governing Body N/A

Teachers No Comments

Support Staff N/A

Students

The school provides us with great books and textbooks.

We do not have the proper instruction for study skills.

My school makes it a major priority for religious education.

I wish there were more advanced classes.

I think the school should have more activities that appeal to a broad

range of students.

Parents

The education program is very good; however, I would like to see the

day structured differently or extended to alleviate the amount of

homework.

While I commend the school for creating a class to address students

who excel, the overcrowding in the other groups creates learning

challenges for those students.

Traditional teaching styles sometimes are in conflict with Common

Core Standards.




N/A All responses were rated 3 or higher.




List the school’s significant strengths in meeting the Educational Program Standard.

Dedicated faculty with good work ethic

Books are updated and integrate technology

21st Century learning concepts towards 1:1 instruction

Intensive Spanish program K – 8th grades

Music and Band instruction

List the school’s significant areas in need of improvement in meeting the Educational

Program Standard.

Protocol needed for progression in writing skills

Improved communication: teacher-administration-counselor

Size of classroom often dictates the number of students per level.

Teachers not trained for special education needs.


or strategic priorities related to Educational Program that should be included in the action


Special Education training for teachers

Updated Math Program

Emphasis on learning through technology in Middle School

Continuing technology training for teachers (throughout the school year)



E. Evidence to Support the Assessment of this Standard

Evidence School

Program of studies or other overview of the components of the educational

program X

Scope and sequence charts X

Written curriculum guides for each component of the educational program X

Master schedule X

Policies related to educational program X



ASSESSMENT AND EVIDENCE OF STUDENT LEARNING

STANDARD FOR ACCREDITATION


TEAM: Chairperson: Debbie Matthias (2nd grade); Matt Myers (3rd grade); Gaynor Hytrek

(art); Marge Delaney (Paraprofessional and former parent)

B. Self-Assessment to Adherence to the Indicators Of Quality

ASSESSMENT AND EVIDENCE OF STUDENT LEARNING


The Standard: The school has a program for assessing student learning and performance that

is consistent with the school’s mission. The program is based on current research and best

practices and is aligned with the school’s educational and instructional programs. The

assessment program systematically collects and rigorously analyzes quantifiable and

observable evidence of student learning and performance and growth using multiple, valid,

and reliable assessments that are respected by the school’s community of stakeholders. The

school expects all students to learn and demonstrate the knowledge, skills, and habits of mind

required in the educational program. Students are learning and performing at the levels

expected, or the school has and is implementing a plan to raise learning and performance to

the expected levels.

Name of Annual Nationally Normed Assessment: Terra Nova CTB/McGraw-Hill

Grade Levels: Grades 2 – 8

Curricular Areas: Math, Reading, Language Mechanics, Science, Social Studies

Recent Results: All areas are Satisfactory with the exception of MATH (see pp. 35 – 37)




9.1

Has and implements written policies or procedural guidelines that

govern the program for assessing student learning and

performance.

X




9.2

Reports the results of its assessment of students’ learning and

performance regularly, accurately, and clearly to the school’s

community of stakeholders.

X

9.3 Has leadership and a staff that are committed to and participate

and share in accountability for student learning and performance. X

The governing body and leadership ensure that the staff analyzes the results of assessing

student learning with appropriate frequency and rigor for:

9.4

Evaluating the effectiveness of the school’s curricula, instructional

methods, professional development program, and student

services..

X

9.5 Monitoring learning by individual students as we’ll as cohorts of

students as they move through the school. X

9.6

Making appropriate comparisons regarding the learning of its

students and that of comparable local, state, and/or national

groups of students.

X


9.7 Maintains appropriate records of students’ learning and

performance. X

9.8

Uses generally accepted standards for the control, use of, and

access to records of student learning and performance that meet

the requirements of laws governing confidentiality of student

records.

X

9.9 Communicates its assessment policies and program to the school’s

community of stakeholders. X

9.10 Communicates regularly and meaningfully with families

regarding students’ progress in learning. X

9.11

Collaborates with families to develop, if necessary, appropriate

strategies to assist the student to learn and perform at the expected

levels.

X

The governing body and leadership ensure that the school uses assessments to measure

student learning that:

9.12 Are based on current and reliable research on child development

and growth. X

9.13 Provide data that can inform decisions regarding allocating

resources for the components of the school’s educational program. X

9.14 Can be used for making recommendations to families whose

children may benefit from further assessment/evaluation. X

9.15 Enable students to monitor their own learning progress and

teachers to adapt their instruction to students’ learning styles. X




9.16 Reflect understanding of different styles of learning. X

9.17

Enable the staff to identify students that might have special needs

for learning and performing at the expected levels as early as

possible.

X

9.18 Are augmented by information and insights about students’

learning and performance from students’ families. X

Indicator for Quality for schools with early childhood programs



9.19

Children are observed by teachers on a daily basis using a

systematic and objective process for formal and informal

observation and documentation.

X

9.20

Assessments used to measure student learning and development

are aligned with age-appropriate early childhood standards for

learning.

X







9.25

Includes in its assessments of students’ learning and performance

knowledge and application of the schools’ religious beliefs and

values.

X

9 The use of the Faith-Based Indicators for this and the other Standards for Accreditation by faith-based schools is

voluntary and not required, unless their use is directed by the head of a parent school system such as a

Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-based schools, if







Source of

Comments Comments


Governing Body N/A

Teachers

Computer teacher observed that students who did not understand

questions on the survey were not serious about how they responded.

Support Staff N/A

Students

Some students feel as though they do not know how their grade is

determined.

We have Power School which shows our grades. Also Middle School

teachers offer time during lunch to help students in need.

Parents

Parents seem satisfied overall with assessment and communication of

assessments.

Teachers are very willing to work with parents and students. They

are committed to helping children succeed.

It is not clear to me how the achievement of SJB students compares to

students at other public schools in the community.


Indicator

No. Evidence

N/A All responses were rated 3 or higher.






List the school’s significant strengths in meeting the Assessment and Evidence of Student

Learning Standard.

Power School parent access displays evidence of students’ grades and homework

completion.

Teacher web pages detail daily homework assignments, grading rubrics and testing

schedules.

Curriculum is aligned with diocesan, state and common core standards.

List the school’s significant areas in need of improvement in meeting the Assessment and

Evidence of Student Learning Standard.

Teachers try to adapt instruction to accommodate learning styles but there is room for

improvement.

Better follow-up regarding student accommodation requirements from year to year.


or strategic priorities related to Assessment and Evidence of Student Learning that should

be included in the action plan in the Plan for Growth and Improvement.

Continue frequent parent communication via Power School and teacher web pages.

Explore reallocation of resources that could facilitate more effective differentiated

instruction to meet all learning styles.


Evidence School

Example of student transcript: Office and online Power School X

Example student report card: Office and online Power School X



Evidence School

Reports of the results of assessments administered to students: Main Office X

Policies related to assessment of student learning: Handbook X

Diocesan Policy Book: Offices of school administrators X

Terra Nova Testing Scores are listed in our SJB Annual Report X



STUDENT SERVICES STANDARD FOR ACCREDITATION


TEAM: Chairperson: Sharon Magee (Counselor); Danielle Dohl (Early Childhood);

Diwanna Walus (6th grade); Ray DiVirgilio (Music); Mary Goetz (Middle School

Paraprofessional)

A.1. STUDENT SERVICES STAFF:

Type of Student Services

Personnel Provided by

Adequacy of

Type and Number

S NI U

Guidance and Counseling Services School Staff X

Outsourced

Child Study Team Services School Staff

X Outsourced

Special Education Services School Staff X

Outsourced

Instructional Aides School Staff X

Outsourced

Food Services School Staff

X Outsourced

Transportation Services School Staff

N/A Outsourced

Admissions School Staff

X Outsourced




Special Education Services: Since we are currently accommodating approximately 100

students school-wide for ADHD or other academic deficiencies, continued efforts to

formalize policies pertaining to instruction and implementing these accommodations

should be developed: continued in-service of teacher and support staff for instructional

training in Reading Assist and Dibels.

Improvement is needed in the nutritional value of the student lunch program. Staff

should be trained and facilities should meet state requirements for cleanliness and

safety.



Expansion of the Reading Assist program to provide needed support for students who

are underperforming,

A.2. Student Services

Describe the guidance and counseling services for students provided by the school (include

guidance counseling- personal, academic, college, and career-, substance abuse counselors,

social workers, etc.).

The school counselor provides classroom guidance, groups for children of divorce,

support groups for grief, anxiety and personal support.

Social Skills groups and personal safety classes (For the Sake of God’s Children

The school counselor oversees the process of education testing for students, learning

accommodations as well as developing school-wide policies that support consistent

strategies to help students with educational needs.

The school counselor also offers an annual Parenting Class (February) on topics such as

child development and understanding children’s emotions.

The counselor conducts I to I Conflict Resolution for students as needed.

The school counselor along with the administration hosts Parent Meeting to offer

pertinent developmental information about children at various milestone years: Grades

Kindergarten, 5th and 6th.

Describe the Child Study Team services provided for students identified as having special

needs (includes self-contained programs, resource centers, in-class support, therapies

including psychological, speech, physical, and occupational).

The administration and the school counselor develop and implement school-wide

policies regarding classroom structure, in-class support for all students. There continues

to be a growing emphasis on providing support for teachers in the classroom to

accommodate students who are not meeting benchmarks.

There is a protocol (timeline) for teachers to follow in order to move students to

resources that would benefit their learning. We meet with parents to begin the process

of educational testing, if warranted.

Describe the special education services provided.

There are no special education services currently offered at SJB.



Describe the use of instructional aides in the school.

Our instructional aides (paraprofessionals) have been trained in the Reading Assist

model in order to offer greater support to students in grades K-4 who are struggling with

Reading.

Describe the food services for students provided by the school. If food services are not

provided by the school, describe the provisions for students to eat during the school day.

The school offers a daily hot lunch program. This program has a published menu and

students can order lunch or a la carte items. The gym has a large kitchen and so our gym is

utilized for a lunchroom each day. Once the three lunch periods are completed, the gym

resumes its intended use.

Describe the transportation services for students provided by the school. If transportation is

not provided by the school, describe how students travel to and from school.

Most students at SJB are driven to school by their parents or in a carpool. There are two

vans that come to transport students from Pennsylvania daily.

Describe any career awareness activities provided by the school.

Career awareness is offered in the classroom. The school receives a magazine subscription

“Delaware Career Compass”. Fourth grade utilizes these magazines to supplement their

unit on Career Awareness. Every Spring, the 4th grade holds a “Career Awareness Week”

when parents present an overview of their careers and offer students hands-on

opportunities to gain knowledge about various careers.

Describe any school programs for the orientation of new students or the transitioning of

students between schools/levels.

The school counselor meets three times during the year with all new students. She meets

with them in a group by grade level. The purpose of the initial meeting is to answer

student questions, discuss routines and set goals. The second meeting usually is an

opportunity to discuss aspects of the academic and social landscape. During the third

meeting, we recap the year and use concrete experiences to reinforce their success in this

transition. During the month of September, school administrators invite new students to a

“Pizza Lunch with the Principal”.



Describe the school's admission practices.

Admission to Pre-K requires the following: Child must be 4 yrs. old by August 31st the

year of enrollment and must be toilet-trained.

Admission to Kindergarten requires that a child must be 5 yrs. old by August 31st and

toilet trained.

All new registrations require: $100 non-refundable registration fee; copy of Baptismal

Certificate (if not baptized at SJB); copy of current progress report and all previous

educational testing.

Children transferring to grades 4 – 8 must complete our baseline assessment testing.

Parent volunteer hours and involvement in parish life.

B. Self-Assessment of Adherence to the Indicators Of Quality

STUDENT SERVICES STANDARD FOR ACCREDITATION

The Standard: The school provides student services that are effective, appropriate, and that

support student learning and achieving the school’s mission. The services are well-planned

and well-delivered, and they are an integral part of and contribute to the school’s educational

program. Services are delivered by qualified personnel, sufficiently financed, evaluated

periodically for their effectiveness. Services comply with any requirements of the civil

authorities of the jurisdiction(s) in which the school is located.



The governing body and leadership ensure the school provides student services that:

10.1 Address developing students’ academic and social skills, personal

attributes, and career awareness and planning skills. X

10.2 Are the shared responsibility of the school’s counselors,

leadership, teachers, and other staff members. X

10.3 Address students’ emotional and social needs as well as academic

needs. X

10.4 Use the results of assessing student learning to identify the need to

provide additional services or revise/eliminate current services. X

10.5 Extend into and support services provided by community

agencies. X

10.6

Are documented by maintaining appropriate records, including

student data that are current, comprehensive, and readily

available for use by the staff.

X




10.7

Use the results of follow-up studies of graduates and other former

students to help determine the effectiveness of the school’s

educational program and student services.

X

10.8

Include an orientation program for new students and their

families to share the school’s mission, educational program,

services, policies, and expectations.

X

10.9 Make available to students’ families information about child

development and learning. X

Transportation Services—The governing body and leadership ensure that the school:

10.10

Has and implements written policies or procedural guidelines to

ensure the safety of students when being transported to and from

school and school events by means provided by the school.

X

10.11 Requires that all transportation personnel of the school or those

contracted by the school are appropriately trained. X

10.12

Is in compliance with the safety requirements of all appropriate

civil authorities of the jurisdictions in which the school is located

for transportation services provided or contracted by the school

meet.

X

10.13 Has and implements procedures for the safe arrival and departure

of students from the school. X

Food Services—The governing body and leadership ensure that:

10.14 Student dining areas are functional and hygienic.

10.15 Meals provided by the school meet generally accepted nutritional

standards. X

10.16 Information about nutritional values of the foods is available to

students and their families. X

10.17 Appropriate training is provided to food services providers. X

10.18 Food services personnel meet the health requirements of all civil

authorities of the jurisdictions in which the school is located. X

10.19

Food service facilities are inspected regularly and meet the health

and safety requirements of all of the jurisdictions in which the

school is located.

X

Services for Students with Special Needs—The governing body and leadership ensure that

the school:

10.20 Has and implements written policies or procedural guidelines to

identify and address the education of students with special needs. X

10.21 Provides or refers families to appropriate related services and/or

accommodations to meet students’ special needs. X

10.22 If applicable, is in compliance with all requirements of the X




jurisdictions in which the school is located related to students with

special needs.

Admissions and Placement—The governing body and leadership ensure that the school has

and implements written policies or procedural guidelines governing:

10.23 Admission to the school. X

10.24 Placement of students in the appropriate components of the

educational program and at the appropriate levels. X


10.25

Informs applicants for enrollment and their families of the mission

of the school, the nature and extent of the educational program

and services available, tuition and fees (if applicable), school

policies, and expectations for satisfactory student performance.

X

10.26

Employs only marketing materials, statements, and

representations related to the school’s educational programs,

services, activities, and resources that are clear, accurate, and

current.

X







10.31 Provides student services that reflect the school’s religious identity

and mission. X

10.32

Provide student services that are aligned with the school’s

mission, enrich the academic program, and support the

development of student and family life.

X










10.33 Provides student services that are delivered cooperatively by

counseling and campus ministry personnel. X

10.34 Provides services that support development of the faith-based

community of the school. X

10.35

Has and implements written admissions and placement policies or

procedural guidelines that are consistent with the school’s

religious values and traditions.

X


Source of

Comments Comments


Governing Body N/A

Teachers

The standard for meals served at lunch could be higher and a better

quality of foods could be offered.

Not sure there is a formal analysis of graduates.

Nutritional values are not readily available for the food that is served.

Support Staff N/A

Students

All grades should have a Career Day.

We never get anything nutritious at lunch; it is all junk food.

Career placement is not discussed often; high school placement is

discussed.

Parents

There are not enough special services available in school for students.

I do not feel the school necessarily recognizes different learning styles

or writing skills.

Not enough attention is given to those who do okay but could do

better.

New families would benefit from receiving additional details about

school events. A buddy parent would be helpful.

Lunch program is very unhealthy and provides little if any nutritional

elements that children need to continue learning the 2nd half of their

day.

Communication should be reviewed by an outside party and

proofread.




Indicator

No. Evidence

N/A No responses were rated “1”

C. Self-Assessment of Adherence to the Standard For Accreditation



List the school’s significant strengths in meeting the Student Services Standard.

A school counselor who is capable for delivering an array of programming and levels of

support. She continues to develop protocols that create consistency and continuity in the

support and instruction of students who have academic, emotional, behavioral or social

challenges.

A school lunch program that utilizes parents in a safe and clean environment.

Trained instructional aides who provide targeted support.

Services to support new students and to provide parent instruction in regard to emotional

parenting skills.

List the school’s significant areas in need of improvement in meeting the Student Services

Standard.

We need to improve the nutritional value of our lunch program,

We must insure that our lunch volunteers and working staff are properly trained.

Increase our teacher training in differentiated instruction and RTI

Better organize and supervise our Reading Assist tutoring program.


or strategic priorities related to Student Services that should be included in the action plan

in the Plan for Growth and Improvement.

Formalize policies regarding eligibility, grouping and meeting the needs of students on

both sides of the Bell Curve.

Offer in-service for teaching training in differentiated learning techniques.



Formalize and publish a solid admissions protocol.

Provide increased support for new families to our school community.


Evidence School

Admissions criteria (if applicable X

Description of guidance and counseling services available X

Results of follow-up studies of graduates N/A

Policies related to student services X



STUDENT LIFE AND STUDENT ACTIVITIES STANDARD FOR

ACCREDITATION


TEAM: Chairperson: Amanda Miller (5th grade); Jessica Metz (6th grade); Alexandra

Koval (Spanish); Michelle Baker (Paraprofessional)

A.1. NON-ATHLETIC STUDENT ACTIVITIES:

Type of Student Activity

Number of

Students

Participating

Adequacy and

Quality of the

Activity

S NI U

Altar Servers X

Choir X

Band X

Bricks 4 Kids

Science Explorers

X

X

Cooking Club X

Service Clubs X

Girl Scouts/ Cub Scouts/ Boy Scouts X

Girls on the Run X

Chess Club

Italian Club

X

X

High School Prep

Student Council

Math League

Eagles Club

X

X

X

X

A.2. ATHLETIC STUDENT ACTIVITIES.

*Student Athletics are organized and coordinated through the Parish and are not a function

of our School Program. Therefore, Number of Participating Students is not listed below

because the number would include parishioners who are not students at SJB School.



Type of Student Activity Available for

Number of

Students

Participating

Adequacy and

Quality of the

Activity

Boys Girls S NI U

Baseball X X

Football X X

SPORT Boys Girls S NI U

Basketball X X X

Cross Country X X X

Soccer X X X

Track and Field X X X

Cheerleading X X

Volleyball X X


STUDENT LIFE AND STUDENT ACTIVITIES STANDARD FOR

ACCREDITATION

The Standard: The school provides non-discriminatory student activities that are age- and

developmentally appropriate and that supplement and enhance the school’s educational

program. A balance of academic, social, co- or extra-curricular and service activities is

maintained. Student activities are designed to foster intellectual, cultural, and social growth

and physical health and wellness. Activities provide opportunities for student leadership and

social interaction, encourage development of student interests, and, when appropriate, family

involvement. Activities are adequately financed, periodically reviewed for their effectiveness,

and appropriate for the school’s mission.




11.1

Students are offered opportunities through student activities to

build their skills in handling responsibility, taking initiative,

leadership, cooperation, and self-direction.

X

11.2

Students, the staff, families, and the community are provided with

appropriate opportunities to offer input regarding the school’s

student activities.

X




11.3

Staff members, parents, and other volunteers who lead student

activities are approved by the school’s leadership, suitably

qualified, and provide appropriate supervision to students.

X

11.4 The school recognizes student accomplishments, contributions,

and responsibilities in meaningful ways. X

11.5 Interactions among the students, staff, and volunteers are

characterized by respect, fairness, and understanding. X

Indicators of Quality for schools with a residential program


Indicator of Quality for schools that deliver all or part of their educational


X This Indicator does not apply to our school.

Indicator of Quality for faith-based schools



11.11 All student activities and athletics include opportunities for the

faith formation of the students. X


Source of

Comments Comments


Governing Body N/A

Teachers No Responses



Source of

Comments Comments

Support Staff N/A

Students

The sports are so fun at SJB and coaches give you a good amount of

time to play in the game.

I think my school should work a little harder on showing that they are

proud of us.

Parents

A more balanced approached to recognition is needed.

SJB is a very sports-centered school which suits many children. A

quality drama program would benefit those who do not enjoy sports.

Not all activities are equally recognized.

The activities are excellent and continue to improve with the recent

addition of cross-country and band.


Indicator

No. Evidence

N/A All responses rated 3 or higher.




List the school’s significant strengths in meeting the Student Life and Student Activities

Standard.

Variety of extracurricular activities

Supervision of extracurricular activities



List the school’s significant areas in need of improvement in meeting the Student Life and

Student Activities Standard.

Student sense of accomplishment/Improved recognition for accomplishments.

Greater opportunities for staff input with extracurricular activities

Improved interactions among the school community in regards to athletics and after-school

activities.


or strategic priorities related to Student Life and Student Activities that should be included

in the action plan in the Plan for Growth and Improvement.

Recognize students’ athletic and extracurricular accomplishments via morning

announcements, newsletters and parish bulletins.

Make sure that all groups are featured in our yearbook.

Develop a staff survey about after school sports and activities.

Post schedules for athletic events to encourage teacher attendance.


Evidence School

Samples of student publications—e.g., yearbook, student newspaper, literary

magazine X

Budget for all athletic activities N/A

Budget for all non-athletic activities N/A

Policies on academic eligibility: Published in SJB Handbook X

Policies related to student life and student activities: Website X

Monthly Newsletter X

Annual Report X

School Handbook X

Anti-Bullying Agreement/ Volunteer Covenant/ Acceptable Use Policy X



INFORMATION RESOURCES



TEAM: Chairperson: Cindy Luce (computer); Debi Morgan (IT Specialist); Taylor

Williams (3rd grade) Carol Laukaitis (Paraprofessional)

A.1. INFORMATION RESOURCES:

Type of Information Resource

(list specific resources and add/delete rows as needed)

Quality and Adequacy of

Resource

S NI U

Print Resources: X

Textbooks, Time for Kids, Scholastic News, Workbooks, X

Newspapers, Library Books, Worksheets, X

Rosary Cards, Stations of the Cross Booklets X

Online Subscriptions & Software: X Planbook, Power School, Study Ladder, Reading Counts.

Vocabulary Workshop, Science Fusion, My Math (grades 2 & 4),

Wonders Reading, Google Apps for Education (faculty, staff, and

grades 6-8.

X

Qtalk Spanish, Realidades (7th

grade), Asi Se Dice (8th

grade),

Scholastic News online, Writing Roadmap (grades 5-8), E Harcourt

Social Studies, SJB Typing Club, McGraw Hill Math, Blest Are We,

McMillan Math (grades K, 1, 3, 5)

X

Lanschool Software: utilized to over-see computer student screens X

Computer Resources (desktops, laptops, computer labs, tablets, etc.): X Desktops: 1 per teacher, 2-4 student computers per classroom

(grades 1-5). One in each office, conference room and teacher/para

workroom

X

Laptops – 2 carts, with a total of 26 machines, shared by grades 7 &

8 X

iPads: 2 in each classroom Pre-K – 2nd

, used for centers X

Computer Lab – 30 student desktops and 1 teacher desktop X Chromebooks – 1 for each student in 6

th grade – 5 loaners in

Computer Lab. X

Library – 7 student desktops, 2 librarian desktops X






Resource

S NI U

Provide a description of proposed improvements and/or corrective actions that need to be taken if a rating of “Needs Improvement” or “Unsatisfactory” is assigned. Include a description of actions that have been initiated or are formally planned.

***7th and 8th grade students taking the survey were sore about the fact that they won’t be getting Chromebooks. They report finding laptops unreliable and not available when they need them.






Resource

S NI U

Other Instructional Technology Resources (LCD projectors,

wireless classrooms, video cameras, smart boards, etc.): X

SmartBoards: 1 in each classroom Pre-K – 8 and in Resource

Room, Spanish Room and Computer Lab X

Projectors: There area 30 projectors, 29 in classrooms and one

on a portable presentation cart. X

Video Insight Monitor Station: runs from a dedicated server in

the library office for morning announcements and school wide

activities, e.g., Student Council speeches.

X

Fiber Optic Internet service: Comcast speed 100/100 X

4 Cisco Enterprise Edition Wireless Access Points in the Hall

(gym/cafeteria), and one in three 6th grade classrooms X

Ten Netgear WNDR3700 Access Points: for campus-wide WiFi

access X

Other: Laser and/or inkjet printers in classrooms and offices X

Other: Diocesan and School Websites X

Other: Scanning System for School Check-In, Teacher

Attendance and Lunch Purchases; Front Door Camera X

Other: Class-Connections Intercom Network X




N/A: All ratings were satisfactory.

A.2. FACILTIES FOR INFORMATION RESOURCES:

Type of Information Facility Quality and Adequacy

of Facility

S NI I

Information Resources Center (library, media center) X

Technology Resource Center X

Storage for Information Resources X

Storage for Technology X



Type of Information Facility Quality and Adequacy

of Facility

S NI I

Facility for Electronic Production X

Office for Information Resources Staff X

Office for Technology Staff X

Other:

Other:




See Goals Section of this Report! Technology Updating is a major goal for us.

A.3. INFORMATION RESOURCES STAFF:

Type of Information Resources Personnel Number Adequacy of Type and

Number

S NI U

Credentialed Information Resources personnel

(library, media center) 3 X

Information Resources support personnel

(library, media center) 3 X

Technology Support 1 X

Other:

Other:

Other:




N/A



B. Self-Assessment of Adherence to the Indicators Of Quality

INFORMATION RESOURCES STANDARD FOR ACCREDITATION

The Standard: The school’s information resources are appropriate and adequate in scope,

quantity, and quality to facilitate achieving the school’s mission and delivery of its educational

program. The resources are accessible to all students and the staff for use in learning and

teaching and to broaden and extend their knowledge and skills. Appropriate instruction is

offered to the students and the staff on the appropriate, ethical, and most effective uses of the

information resources. Information resources are current and functional.




12.1 The school has and implements written policies or procedural

guidelines for acquiring and using information resources. X

12.2

Members of the staff and students are provided with appropriate

opportunities to offer input into the types, quality, and format of

the information resources provided.

X

The governing body and leadership ensure that information resources are:

12.3 Age- and developmentally-appropriate. X

12.4 Properly organized and maintained for ready access and use by

students and the staff. X

12.5 Reviewed periodically for relevancy, currency, and alignment with

the school’s curricula and instructional program. X

12.6 Appropriately supported with funding from the school’s budget. X

12.7

Managed by members of the staff who are sufficient in number

and appropriately qualified to provide effective services to

students and the staff.

X

12.8 Supportive of the school’s plan for growth and improvement of

student performance. X



Learning Resources—The governing body and leadership ensure that learning resources:

12.9 Are provided in an effective learning environment that supports

the education goals for students and effective teaching for faculty. X

12.10 Include intentional, appropriate supports for language, literacy, X




and numeracy development.

12.11 Promotes early development of a love of reading for enjoyment

and as a foundation for future learning. X





Source of

Comments Comments


Governing Body N/A

Teachers

Leadership has given the tech staff plenty of opportunity for input on

the types, quality and format of the information resources provided.

But I don’t know that other staff or students were involved in decision

making.

Support Staff N/A

Students

The school should offer tutors.

I think the teachers should put the homework, quizzes and tests

ahead of time so we could study and get good grades.

The computer lab is awesome!

Teachers forget to update their web sites.

Parents

Technology is hard to keep up with. The school is doing a good job of

recognizing this and incorporating technology into the education

program.

I think it is an impossible goal for the school to stay up-to-date with

computer and technology resources. SJB does a pretty good job.

Need to make technology available to primary and intermediate

children on a daily basis.

Chromebooks will be outdated by the time a 6th grade child gets to 8th

grade.




Indicator

No. Evidence

N/A All ratings were 3’s and 4’s




List the school’s significant strengths in meeting the Information Resources Standard.

A wide variety of resources

Administration that emphasizes the importance of technology integration and resources

Administration has established separate responsibilities for Tech Coordinator and IT

teaching personnel. Network/equipment problems are addressed immediately.

Parents generously support fund-raising activities for information resources. Funding is

generally adequate to meet our needs.

List the school’s significant areas in need of improvement in meeting the Information

Resources Standard.

We need to involve all teachers in decision-making of technology purchases.

Continue Chromebook expansion throughout Middle School and 5th grade for 1:1

technology implementation.

Implement a system to assist Chromebook users. Currently they are interrupting

computer classes too frequently.


or strategic priorities related to Information Resources that should be included in the action




1. Develop and implement a plan for Chromebook expansion.

2. More teacher professional development on technology

3. Establish a plan for “teacher tech days” to foster increased use of Chromebooks and

iPads.

4. Use Google surveys to give teachers the ability to request training topics.


Evidence School

The information resources and technology plan(s) Tech

Room

Budget for information resources and technology Budget

Director

Information skills curriculum Computer

Lab

Policies related to information resources and technology Diocesan

Website

Acceptable Use of Technology Policy*****We need to update this to be in line

with the diocesan AUP. Also we need to post the FULL policy on our website,

not just a sign off page

Chromebook Policy and Agreement Form Assistant

Principal

Google Apps for Education Agreement Form Computer

Teacher



SELF-ASSESSMENT OF THE

INDICATORS OF QUALITY FOR

CURRICULUM, INSTRUCTION, AND ASSESSMENT

As part of its planning for growth and improvement, the school conducted an in-depth self-

examination of the curriculum, instructional program, and assessment practices for those

components of its educational program that are deemed essential to the areas of student

performance that have been identified as the priorities for growth and improvement. Using the

Middle States Indicators of Quality for Curriculum, Instruction, and Assessment, this self-

assessment required the school to look carefully at its written curriculum, how the curriculum

is delivered to the students, and the practices used to assess the degree to which the students

are achieving the learning goals of the curriculum.

The overall purpose of this self-assessment is to identify any aspects of the school’s

curriculum, instructional pedagogy, and assessment practices that need to be developed or

improved to increase the likelihood that the school will be able to achieve the goals it set for

growing and improving student performance. Areas identified for development and/or

improvement should be included in the action plans for the measurable student performance

and organizational capacity goals that are the heart of the Plan for Growth and Improvement.

In anticipation of Middle States requirements, during school year 2013-14 faculty and

administration at St. John the Beloved School regularly discussed strengths and weaknesses

of our curriculum. Discussions were conducted monthly at faculty meetings, team leader

meetings and parent coffee sessions.

Our data research continued throughout 2014-15 by mainly comparing Terra Nova data from

2012 through 2015.

We concluded that the following areas require improvement:

Technology

Children are coming to us with common awareness of technology via use of iPhones

and iPads.

Our Middle School students were not adequately prepared for educational uses of

technology that are necessary for success in high school.

Our system of computer and IT maintenance was very insufficient and inefficient.

Mathematics

Program is out of date – more than five years old and is not integrated with technology

or compatible with Common Core Standards.



Math is the lowest score on our Terra Nova assessment tests and also the lowest score on

the High School Placement Test that our 8th grade students take every December.

Religion

Our program has limited service components or requirements. Students learn the

theology of helping others but are given limited opportunity at school for service in

action.

Parent Involvement:

As a result of our January Coffee and Conversation with the Principal, twenty-five parents

volunteered to take the Parent Curriculum, Instruction and Assessment Surveys. Of those

twenty-five, five completed the surveys anonymously.

Reasons for Non-Completion

Parents reported the survey questions to be nebulous and cumbersome.

A person would need to be “on the inside” to accurately answer these questions.



SELF-ASSESSMENT OF THE INDICATORS OF QUALITY

FOR CURRICULUM, INSTRUCTION, AND ASSESSMENT

IN:

Technology, Mathematics, Religion .

The self-assessment of the degree to which this component of the school's education

program meets the Indicators of Quality for Curriculum, Instruction, and Assessment was

conducted by the following process:

1. We redesigned the Middle States Survey to accommodate our faculty and

stakeholders with one survey as opposed to three surveys. In other words, through

use of one form, all stakeholders reviewed curriculum, instruction and assessment in

the curriculum areas of technology, math and religion.

2. Kathleen Kenney and Mary Lou Soltys assigned faculty members into three groups.

This assured diverse representation of student grade levels.

3. A Full-day was scheduled for total faculty participation in survey work. (schedule

for in-service follows on page 137)

4. Parent surveys were sent home.

5. All completed surveys were studied by Planning Team members

Technology

X A subcommittee comprised of the following individuals:

Committee Member’s Name Role in the School’s Community (e.g.

teacher, parent, student, etc.)

Cindy Luce (Chairperson) Computer Teacher

Michelle Midgley 7th & 8th Grade Spanish Teacher

Alexandra Koval K-6th Grade Spanish Teacher

Jessica Metz 6th Grade English Language Arts Teacher

Jackie Vincent 7th Grade English Language Arts Teacher

Amanda Miller 5th Grade English Language Arts Teacher

Debbie Giles 4th Grade Teacher

Matt Myers 3rd Grade Teacher

Mary Ann D’Amico Kindergarten Teacher

Danielle Dohl Pre-K Teacher

Amy Reice-Schock PE Teacher



Mathematics




Dawn Hartley (Chairperson) 4th Grade Teacher

Ruth Chandlee 8th Grade Math and Science Teacher

Jennifer Dunfee 7th Grade Math and Science Teacher

Gerry McGivney 5th Grade Math and Religion Teacher

Cheryl Smith 3rd Grade Teacher

Debbie Matthias 2nd Grade Teacher

Barbara Dawson 1st Grade Teacher

Denise Lenz 1st Grade Teacher

Julie Donofrio Kindergarten Teacher

Debbie Tharan Kindergarten Teacher

Jessica Nowell Pre-K Teacher

Religion/Service




Diwanna Walus (Chairperson) 6th Grade Religion and Social Studies

Kathleen Kenney 7th Grade Religion and Social Studies

Linda Hart 8th Grade Religion and Social Studies

Sharon Magee Guidance Counselor

Beverly Rubini 5th Grade Social Studies and Science

Mary Beth Connell 4th Grade Teacher

Taylor Williams 3rd Grade Teacher

Jacquelyn Dayett 2nd Grade Teacher

Mena O’Brien-Roache 8th Grade Language Arts

Valerie Oldiges Librarian

Gaynor Hytrek Art Teacher

Ray Di Virgilio Music Teacher



If the school used a committee to conduct the self-assessment, explain how all of the

school’s community of stakeholders was given opportunities to provide input into the self-

assessment.

Professional In-Service Day February 6, 2015

Middle States Workshop

Objective The school is required to carefully review its written curriculum, how the curriculum is delivered to

students, and the practices used to assess the degree to which students are achieving the learning goals of

the curriculum.

Lunch will be provided but not breakfast. Please arrive at school to begin our first session promptly at

8:15 a.m. Dress is casual.

Teachers are required to work at school until 2:30 p.m.

Agenda 8:15 a.m. Library : Overview of the Day

8:30 – 9:30 Individual Completion of Surveys: Instruction, Curriculum, Assessment

9:45 – 11:15 Group work to review survey responses

11:15 – 12 Lunch in Library

12 – 2:00 Group Work: Strengths and Weakness

Action Plans

Groups

Technology Math Religion

Cindy Luce Dawn Hartley Kathy Kenney

Michelle Midgley Ruth Chandlee Linda Hart

Allie Koval Jennifer Dunfee Sharon Magee

Jessica Metz Gerry McGivney Diwanna Walus

Jackie Vincent Cheryl Smith Beverly Rubini

Amanda Miller Debbie Matthias Mary Beth Connell

Debbie Giles Barbara Dawson Taylor Williams

Matt Myers Julie Donofrio Jacquelyn Dayett

Mary Ann D’Amico Jessica Nowell Valerie Oldiges

Danielle Dohl Denise Lenz Mena OBR

Amy Reice-Schock Debbie Tharan Gaynor Hytrek

Ray Di Virgilio



Survey of the school’s stakeholders using the Middle States Survey:

A. ISSUES RELATED TO THE INDICATORS OF QUALITY

The following requirements ask the school system to provide a self-assessment of expectations

for quality for curriculum, instruction, and assessment in this component of the school's

educational program. The information and data requested in this section are not for evaluation

purposes. Instead, the information and data will assist the system in making the determination

whether it meets the Standard and its Indicators of Quality.

1. CURRICULAR COMPONENT SUMMARY: On the chart below, summarize the

course/program offerings for this component of the education program by completing each column as

described.

Grade Level: Enter the grade level(s) at which each course/program in this curricular

component is taught.

Course Title: List the course/program titles or topics taught (e.g. Language Arts, English IV,

writing, journalism).

Hours per

Semester/Year:

Indicate the number of hours of instructional time devoted to each program/

course per semester/year.

Grade Level(s) Course Title Hours per

Week

Pre-K through 5th Computer Science 45 minutes per

week

Grades 6 - 8 Computer Science and Integrated Use of

Technology in Instruction

Varies: minimum

2 hrs per week

Total Number of Surveys Returned

The results represent surveys completed by:

Parents 5

Faculty and Staff 34

Administrators 2

Board Members n/a

Business/Community Representative n/a



Grade Level(s) Course Title Hours per

Week

Pre-K through 8th Mathematics 5

Pre-K through 8th Religion and Service 5

B. SELF-ASSESSMENT OF THE INDICATORS OF

QUALITY

The Indicators of Quality for Curriculum, Instruction and Assessment identify the types of

evidence that, when taken together, indicate whether the school meets the expectations for

quality in its educational program.

Instructions:

1. Please rate the following Indicators using the following rating scale

2. At the end of each section, please support your ratings with specific evidence.

Rating of Adherence to the Indicator

1. Does Not Meet The evidence indicates the school system does not meet the


2. Partially Meets/In Need

of Improvement

The evidence indicates that the school system partially meets

the expectations of this Indicator and is in need of

improvement

3. Meets The evidence indicates the school system meets the expectations

of this Indicator

4. Exceeds The evidence indicates the school system exceeds the




INDICATORS OF QUALITY FOR CURRICULUM

Indicators of Quality for All Schools: Faculty Responses

Indicator of Quality Religion Math Technology

CI.1

The development of the curriculum is

based on a thorough assessment of the

basic concepts, skills, and knowledge

required of all students to fulfill the stated

goals of the program.

2.8 2.9 2.9

CI.2

The curriculum has established priorities,

objectives, and goals for all courses and

units within the program that are based

on clearly defined expectations for all

students.

3.1 3.1 3.0

CI.3

The curriculum is designed to ensure the

alignment of teaching strategies, learning

activities, instructional support,

instructional resources, and assessment.

3.0 2.7 2.9

CI.4

The curriculum defines desired student

outcomes as expressed in terms of

student understanding, knowledge,

attitudes, skills, and habits.

3.2 3.2 2.9

CI.5

The curriculum provides experiences that

promote students’ critical thinking,

reasoning, problem-solving skills, and

study skills.

2.9 3.0 3.0

CI.6

The learning expectations of the

curriculum address the diverse learning

needs of the students without

compromising the essential knowledge

and skills students are expected to learn.

2.8 2.8 2.8

CI.7

Course objectives in the curriculum are

simply stated and understandable to

students.

3.0 3.0 2.9

CI.8

The skills and knowledge of the

curriculum are well-articulated and

coordinated between all teachers at each

grade level and by teachers across grade

2.5 2.7 2.6




levels. Faculty Responses

CI.9

Elementary, middle level, and secondary

level staff members work cooperatively to

provide a meaningful, and logical

progression of learning activities in the

curriculum

2.6 2.7 2.6

CI.10

The curriculum is designed to foster

active involvement of students in the

learning process.

3.1 3.3 3.2

CI.11

Instructional activities in the curriculum

provide opportunities for both

exploration and specialization in the

content

2.8 2.9 2.9

CI.12

The curriculum’s objectives and

expectations for learning are understood

and supported by the school's

community’s stakeholders.

2.8 3.0 2.8

CI.13

Parents and students are provided

appropriate opportunities to provide

input into the development of

curriculum.

2.2 2.1 2.3

CI.14

Written curriculum guides identify

objectives and define the scope and

sequence of the curriculum. The guides

are functional and in use.

2.8 2.8 2.6

CI.15

Learning materials used in the curriculum

are current and are selected to fulfill the

goals and objectives of the curriculum.

3.0 3.0 3.1

CI.16

Current best practices in, including the

use of technology and other media, are

considered in the selection of learning

materials and media.

2.8 3.0 3.1

CI.17

Decisions made regarding the curriculum

are based on data about student

performance, knowledge about

organizational development, and research

about best practices in curriculum,

instruction, and assessment.

2.8 3.0 2.9




CI.18

The content and instructional activities in

the curriculum are consistent with the

school’s philosophy/mission.

3.3 2.8 3.2

CI.19

Administrative leadership and support

are provided in the coordination and

articulation of the curriculum.

3.2 3.1 3.2

CI.20

The curriculum is reviewed and

evaluated regularly and systematically.

The curriculum review/evaluation

process includes safeguards to ensure that

the written curriculum is actually taught.

The review process focuses on what is to

be deleted from the curriculum as well as

what is to be added.

2.8 2.9 2.9



INDICATORS OF QUALITY FOR INSTRUCTION

Indicators for All Schools: Faculty Responses


II.1

A variety of teaching strategies and

techniques is used to meet the needs of

individual students in the curriculum.

3 3 3

II.2

The scope and pacing of lessons in the

curriculum are appropriate for the

students.

3 3 3

II.3

Provision is made for appropriate

amounts of learning time for all aspects

of the curriculum.

2.9 2.8 3

II.4

Students are provided with additional

assistance to address specific learning

challenges in the curriculum when

needed.

2.8 2.8 2.7

II.5

Students and teachers demonstrate

mutual respect toward each other in

classes.

3.1 3.1 3.1

II.6

Students demonstrate an understanding

of cultural differences by maintaining

respect for each other in classes.

2.4 2.6 2.6

II.7 Class sizes promote and allow for varied

instructional strategies to be used. 2.7 2.5 2.5

II.8

Meaningful and frequent

communications with parents are used to

promote student learning in the

curriculum.

3.2 3.3 3.5

II.9

Members of the faculty are qualified,

competent, and dedicated to the

objectives of the curriculum.

3.5 3.5 3.5

II.10

Members of the faculty maintain safe,

positive, and supportive classroom

environments.

2.6 3.5 3.5

II.11

The faculty is provided with continuing

professional growth activities that

support the effective fulfillment of

curriculum objectives.

2.6 2.6 2.6



INDICATORS OF QUALITY FOR ASSESSMENT

Indicators for All Schools Faculty Responses


AI.1

Assessment of student learning and

performance is aligned with curriculum

and instruction in the curriculum

3 3 3

AI.2

A variety of methods for assessing

student learning is used in the

curriculum.

3 3 3

AI.3

Assessment results in the curriculum are

analyzed with appropriate frequency

and rigor for:

a. individual students as they move

through courses in the curriculum 3 3 3

b. cohorts of students as they move

through courses in the curriculum 3 3 3

c. comparable (local, state, and

national) groups outside of the

school.

3 3 3

AI.4

The assessment of student learning and

performance in the curriculum enables

students to monitor their own learning

progress and teachers to adapt their

instruction to students’ specific learning

needs.

2.5 3 2.5

AI.5

Records of students’ learning and

performance are maintained in the

curriculum.

3 3 3

AI.6

Timely and useful evaluative

information and feedback regarding

learning in the curriculum is provided to

students and parents (as appropriate).

3 3 3



Faculty Comments to Support the Ratings:

Religion:

Students benefit from school Masses and prayer experiences.

Religion curriculum correlates with school mission.

Catholic identity is evident throughout the building – in theme and prayer.

Sense of community is strengthened by emphasis on our 3R’s: Respect,

Reverence and Responsibility as well as the Franciscan Values.

Curriculum and textbooks are not aligned.

Textbooks need to be more challenging.

We lack variety in types of assessment.

Professional development is lacking for religion teachers.

Limited service opportunities to understand cultural differences across grade

levels.

Math:

Curriculum is designed so that students are actively involved in the learning

process.

We need more opportunities for sharing content information across and

between grade levels regarding scope and sequence.

Teachers would benefit from more professional development opportunities

targeted to specific grade levels and content areas.

Math classes should be smaller in order to provide more differentiated

opportunities for students who struggle or excel.

Instruction and assessment needs stronger focus on problem solving,

quantitative reasoning and higher level thinking skills.

Student assessment is aligned with curriculum but would benefit from a

wider variety of assessment options.

Technology:

Teachers have good support in technology use/instruction.

Technology is utilized to keep parents informed.

Teachers, office staff and paraprofessionals need professional development

geared specifically to technology (Google Apps for Education in particular).

Technology curriculum needs to be communicated to all teachers so they are

aware of what their students are learning and will be learning.

Technology integration is poor in religion and math classes.

Students would benefit from computer access more than once per week.

Younger should have keyboarding classes more than once a week in

preparation for our emerging 1:1 program.

Teachers need tech training to provide differentiated instruction.



INDICATORS OF QUALITY FOR CURRICULUM

Indicators of Quality for All Schools: Parent Responses


CI.1

The development of the curriculum is

based on a thorough assessment of the

basic concepts, skills, and knowledge

required of all students to fulfill the stated

goals of the program.

3.6 3.4 3.2

CI.2

The curriculum has established priorities,

objectives, and goals for all courses and

units within the program that are based

on clearly defined expectations for all

students.

3.6 3.4 3.4

CI.3

The curriculum is designed to ensure the

alignment of teaching strategies, learning

activities, instructional support,

instructional resources, and assessment.

3.4 3.4 3.2

CI.4

The curriculum defines desired student

outcomes as expressed in terms of

student understanding, knowledge,

attitudes, skills, and habits.

3.6 3.4 3.4

CI.5

The curriculum provides experiences that

promote students’ critical thinking,

reasoning, problem-solving skills, and

study skills.

3.2 3 3.2

CI.6

The learning expectations of the

curriculum address the diverse learning

needs of the students without

compromising the essential knowledge

and skills students are expected to learn.

3.2 3.2 3

CI.7

Course objectives in the curriculum are

simply stated and understandable to

students.

3 2.8 2.8

The skills and knowledge of the 3.2 3.4 3.2




CI.8 curriculum are well-articulated and

coordinated between all teachers at each

grade level and by teachers across grade

levels.

CI.9

Elementary, middle level, and secondary

level staff members work cooperatively to

provide a meaningful, and logical

progression of learning activities in the

curriculum

3.6 3.6 3.4

CI.10

The curriculum is designed to foster

active involvement of students in the

learning process.

3.2 3.4 3.4

CI.11

Instructional activities in the curriculum

provide opportunities for both

exploration and specialization in the

content

3 3 2.8

CI.12

The curriculum’s objectives and

expectations for learning are understood

and supported by the school's

community’s stakeholders.

3 3 3

CI.13

Parents and students are provided

appropriate opportunities to provide

input into the development of

curriculum.

2.2 2.4 2.4

CI.14

Written curriculum guides identify

objectives and define the scope and

sequence of the curriculum. The guides

are functional and in use.

3 3 2.8

CI.15

Learning materials used in the curriculum

are current and are selected to fulfill the

goals and objectives of the curriculum.

3.8 3.8 3.6

CI.16

Current best practices in, including the

use of technology and other media, are

considered in the selection of learning

materials and media.

3.4 3.4 3.4

CI.17

Decisions made regarding the curriculum

are based on data about student

performance, knowledge about

3.6 3.6 3.4




organizational development, and research

about best practices in curriculum,

instruction, and assessment.

CI.18

The content and instructional activities in

the curriculum are consistent with the

school’s philosophy/mission.

3.8 3.6 3.6

CI.19

Administrative leadership and support

are provided in the coordination and

articulation of the curriculum.

3.6 3.6 3.4

CI.20

The curriculum is reviewed and

evaluated regularly and systematically.

The curriculum review/evaluation

process includes safeguards to ensure that

the written curriculum is actually taught.

The review process focuses on what is to

be deleted from the curriculum as well as

what is to be added.

3.6 3.6 3.6

CURRICULUM

Parent comments to support the ratings:

Religion:

Parents do not play a role in curriculum development

Religion curriculum strong and is frequently evaluated and updated.

Students participate regularly in activities: Mass, Rosary, etc.

Students are encouraged but not required to contribute to collections for those

in need.

New Service club formed.

All areas well planned and executed.

Very strong religion curriculum and strict adherence to it.

Service component needed as required part of the curriculum.

Franciscan values weaved into the curriculum

Math:

Math strong in lower grades;

concerned that students are not separated according to learning levels;

Middle School curriculum: advanced students are not prepared for Algebra in

high school as students from other grade schools;

As Math curriculum changes, I love the fact it is still incorporating “Old Math”



with common core.

Introduction of more technology is advancing the math curriculum

Curriculum is evaluated on regular basis

Technology:

Course objectives are not clearly identified

Much of the grading seems subjective: ie: points off for talking

Rubrics should be placed on teacher page

School has rapidly developed technology curriculum

Smart board used throughout school as well as some tablet usage

Chrome books introduced this year

Most textbooks are on-line

Very pleased with the technology being introduced to the school

I feel confident in the teachers

Chromebooks and coding have sparked interest of many students.

Explanation for Any Ratings of 1:

In the table below, provide an explanation for a rating of 1 (Does Not Meet) for any of the

Indicators of Quality.

Indicator

No. Evidence

C1:13 Not aware of parent/student being given opportunities for input



INDICATORS OF QUALITY FOR INSTRUCTION

Indicators for All Schools Parent Responses


II.1

A variety of teaching strategies and

techniques is used to meet the needs of

individual students in the curriculum.

3 3 3.2

II.2

The scope and pacing of lessons in the

curriculum are appropriate for the

students.

3 2.8 3

II.3

Provision is made for appropriate

amounts of learning time for all aspects

of the curriculum.

3.2 3.2 3.2

II.4

Students are provided with additional

assistance to address specific learning

challenges in the curriculum when

needed.

3.4 3 3.4

II.5

Students and teachers demonstrate

mutual respect toward each other in

classes.

3 3 3

II.6

Students demonstrate an understanding

of cultural differences by maintaining

respect for each other in classes.

2.8 2.8 2.8

II.7 Class sizes promote and allow for varied

instructional strategies to be used. 3.4 3.4 3.2

II.8

Meaningful and frequent

communications with parents are used to

promote student learning in the

curriculum.

3.2 3.2 3

II.9

Members of the faculty are qualified,

competent, and dedicated to the

objectives of the curriculum.

3.4 3.2 3.2

II.10

Members of the faculty maintain safe,

positive, and supportive classroom

environments.

3.2 3.2 3.2

II.11

The faculty is provided with continuing

professional growth activities that

support the effective fulfillment of

curriculum objectives. Support for

3.4 3.4 3.4




effective use of research-based

instructional practices is provided to

teachers.

Instruction


Religion:

Religion instruction is modeled on a daily basis;

A real strength of the school

All religion teacher promote quality and excellent examples for students

We are satisfied with the religion instruction

Teachers are supportive of the Catholic faith and provide a strong foundation

Students need more exposure to those who are different

Math:

Instruction is preparing students well for high school

Math teachers continue to help one-on-one

Would like to see and hear that teachers work differently ensuring all students have

opportunities to succeed.

Depends on teacher: some great, some not

Seen and heard some very sarcastic interactions involving teachers who really need

to watch how they speak to students.

Technology:

Technology has greatly improved

Teachers have adapted to student technology interests

Explanation for Any Ratings of 1:

In the table below, provide an explanation for a rating of 1 (Does Not Meet) for any of the

Indicators of Quality.

Indicator

No. Evidence

Not Applicable



INDICATORS OF QUALITY FOR ASSESSMENT

Indicators for All Schools Parent Responses


AI.1

Assessment of student learning and

performance is aligned with curriculum

and instruction in the curriculum

3.4 3.4 3.4

AI.2

A variety of methods for assessing

student learning is used in the

curriculum.

3.4 3.4 3.4

AI.3

Assessment results in the curriculum are

analyzed with appropriate frequency

and rigor for:

d. individual students as they move

through courses in the curriculum 3.4 3.4 3.4

e. cohorts of students as they move

through courses in the curriculum 3.4 3.4 3.4

f. comparable (local, state, and

national) groups outside of the

school.

3.4 3.8 3.4

AI.4

The assessment of student learning and

performance in the curriculum enables

students to monitor their own learning

progress and teachers to adapt their

instruction to students’ specific learning

needs.

3.3 3.3 3.3

AI.5

Records of students’ learning and

performance are maintained in the

curriculum.

3.6 3.6 3.6

AI.6

Timely and useful evaluative

information and feedback regarding

learning in the curriculum is provided to

students and parents (as appropriate).

3.2 3.2 3.2



Assessment


Religion:

Students are assessed regularly during the school year

Math:

Timely feedback is always provided

Technology:

Students are using new technologies this school year

Regular feedback is given

A1:1 Class conduct

General Comment

Power School is a wonderful tool for parents in keeping informed of assessment of

student performance

Students are also able to gauge their successes and where additional effort needs to

be placed

Students are assessed appropriately and timely

Most parents had difficulty completing the survey and stated that the indicators were “too

nebulous to understand”. They trust that curriculum and instruction goals are being met

based on observed academic growth of their children.

Parents informed us that many of the survey questions were not pertinent to their role in the

school community. They made comments such as “you have to be on the inside to answer

these questions.”



Excellence by Design: Middle States Objectives May 2015

ORGANIZATIONAL CAPACITY OBJECTIVE #1

Academic Integration of Technology

By the year 2020, teachers at St. John the Beloved will have a well-defined cross-curriculum

plan to integrate technology in every classroom as an educational tool. Graduating students

will be proficient in using technology to research, organize, evaluate and communicate

information.

The technology staff of the school will develop an Internal Technology Assessment to

measure students’ technological literacy.

At least 80% of our students will score “proficient” on our Internal Assessment. Students

will be assessed yearly beginning Spring 2016.

100% of 8th grade students will be able to name and describe at least 10 STEM careers. They

will be required to produce a presentation or website to share and demonstrate their in-

depth knowledge of at least one STEM career.

At least five hours of Professional Development in technology will be required per year for

all teachers and office staff.

STUDENT PERFORMANCE OBJECTIVE #1

Updated Web-Based Math K – 8th Grade Math Program

By the year 2020, students at St. John the Beloved will demonstrate improved achievement in:

quantitative reasoning skills, multi-step problem solving skills, math application and inference

skills, charts and graphing skills as measured by:

At least 75% of our students will score at or above their anticipated national percentile

score in the math composite of annual Terra Nova testing. The March 2015 test scores

(65%) will serve as baseline.

All tested grade levels (grades 2 – 8) will score at least 4 percentage points higher than the

diocesan average in “total mathematics”. Currently, only grades 3, 4 and 8 have achieved

this goal.



At least 100% of 8th grade students will score above the national average in all three

different sub-populations of our testing group: top, median and low. Currently, none of

our 3 populations have achieved this goal; however, all are within 10 percentage points of

our goal.

Increased national average scores in math will lead to application for Blue Ribbon status by

2020.


Coordination of Service Requirement in our Religion Curriculum

By the year 2020, all students at St. John the Beloved will internalize the need for service in

relation to the Gospel message of Jesus Christ. Students, especially middle school students,

will be well-educated in social justice issues that will lead them to a life-long commitment of

service to others. Success in this goal will be demonstrated by:

Targets for service will vary by grade (Kindergarten through 8th) with 100% student

participation. Currently, service outreach is sporadic in grades 6 – 8 only. Baseline of

existing service activities will be developed during the summer of 2015.

Parent and teacher involvement will be required in every service activity K – 8th grades.

100% of students will be introduced to a service organization relating to a theme: K – 2

“Raising Awareness”; grades 3 – 5 “Building Relationship; and grades 6 – 8 “Changing the

world”.

At least 50% of graduating students will view service to others as a natural outgrowth of

their Catholic faith as measured by our Confirmation surveys in 9th grade – a year after the

students graduate from St. John the Beloved.



ORGANIZATIONAL CAPACITY OBJECTIVE #1

THE PLAN FOR GROWTH AND IMPROVEMENT

GOAL: To define a five-year cross-curriculum plan to integrate technology in every

classroom as an educational tool. Graduating students will be proficient in using technology

to research, organize, evaluate and communicate information.

JUSTIFICATION: Our students live in a media-infused society marked by extensive use of

technology. As educators, we are obligated to empower our students with technological

knowledge and skills to learn effectively and live productively. Technology has changed the

way we think and do our work.

Therefore, technological literacy supports preparation of students as global citizens capable of

self-directed learning in the 21st Century.

Strengths:

1. Teachers have support in technology use/instruction

2. Teachers are aware of extenuating circumstances regarding technology availability

3. There is evidence of technology use (SmartBoards, etc)

4. Technology is integrated into instruction

5. Technology is up to date

6. Technology is used to keep parents informed

7. Students have access to technology daily/weekly

8. Skills are assessed by computer teacher weekly

9. Computer class projects are useful

10. Students have opportunity for self-assessment

11. Progress is shown from year to year

Weaknesses:

1. Teachers, office staff, and paraprofessionals need professional development, geared

specifically to technology (and Google Apps for Education in particular)

2. Technology curriculum needs to be communicated to all teachers so they are aware of

what their students know and will be learning



3. Technology integration is poor in religion/math at some levels

4. Technology should be available for differentiation of instruction, and accommodations,

in the classroom

5. Students would benefit from computer access more than once a week

6. Students need keyboarding skills, more than once a week, especially in preparation for

a 1:1 program

7. Teachers should know what their students’ technology skills are at the beginning of the

year, especially for a 1:1 program, so they know what they can expect their students to

be capable of.

Root Causes of Weaknesses:

1. Professional development is not mandated / worked into the schedule (during the

school day).

2. Technology curriculum is not communicated by computer teacher to classroom

teachers.

3. Some book series are outdated and do not include computer/online components.

4. Teachers don’t have the hardware or the training to use technology for differentiation.

5. Tight class schedule does not always allow time for technology use.

6. New program for keyboarding skills was implemented only recently. Those students

have reached middle school yet.

7. Student skill levels are not communicated by computer teacher to homeroom teachers.



Action Plan Steps and Timeline – Academic Integration of Technology

Action Plan Step Timeline Resources Needed

Cindy certified as

Google Apps for

Education (GAFE)

teacher in order to help

everyone use the tools

effectively

By end of

February, 2015

None

Increase technology

Professional

Development for

teachers, paras, and

office staff

Began in 2014-

2015 school

year. Will be

ongoing. Need

to have all

trained in GAFE

by end of 2014-

15 school year.

Professional Development days need to

be earmarked for this

Differentiate

instruction and

accommodate learning

differences in the

classroom through the

use of technology

Began in 2014-15

school

year. Need to

continue in

ongoing basis.

Currently using

Study Ladder

and

Starfall. Looking

into school

Quizlet

account.

1. More manpower (para or spec ed

teacher to work with all classes)

2. Hardware. Teachers suggest 5 mobile

devices per classroom for grade/classes

that will use it, up to Gr 5

3. Help in finding resources

4. Training in using resources

File for eRate funding to

supplement Technology

Budget

2015, and going

forward

Assign duty to someone. (Cindy and Debi)

Day set aside to do. (This day is already

scheduled, 2/13)

Finalize development of

our Internal Technology

Assessment

2015-16 Computer and IT personnel consult with

diocesan technology coordinator.

Students complete for baseline

assessment.



Begin teaching Cyber

Safety curriculum

2015, and going

forward

Tech teacher will handle this for PreK

through Grade 2. Will train teachers in Gr

3-8, and they will teach some of it during

SSR, rest to be taught in computer class.

Cindy needs time to plan this curriculum

from the many resources available from

Isafe.

Put a system in place to

help with the many

small Chromebook

issues that come up

daily, and interrupt

instructional time

2015 Begin a student Tech Club. Those

students will be trained after school to

troubleshoot Chromebook issues in real

time.

Switch school staff,

including office staff, to

GAFE

2015-2016 school

year

Train office staff so that all forms, etc (sub

list, curriculum guidelines, etc) will be

available collaboratively, and in the

cloud. No more outdated sub lists.

Improve student

keyboarding skills

Began in

2013. Ongoing in

grades 3 and

4. This year, 5th

grade also had

training.

Need to see 3rd grade 3 times a week in

computer class for one trimester per year

for this to be effective

Make all teachers aware

of the technology

curriculum guidelines,

and current skill levels

of their students, so they

can more effectively

assign tasks requiring

technology skills

Beginning 2015,

end of May

Cindy will share curriculum guidelines

with teachers, and work on preparing skill

level assessments for each student in the

school, and provide it to teachers.

Increase technology

integration in all subject

areas

Beginning 2015,

and continuing

Assess text series with an eye toward tech

integration opportunities. Offer more

training.

Blended learning

training for Tech

coordinator and some

middle school teachers

2015-2016 school

year

2016-2017 school

year

Teachers to attend workshops and

conferences for Professional development



Provide 5 mobile

devices in each

classroom at

intermediate level, and

evaluate usage in lower

grade levels. If they will

use it, provide it.

2016-2017 School

year

Chromebooks and training

Use GAFE all the way

down to 3rd grade (no

email), with or without

Chromebooks

2016-2017 School

year

Chromebook cart for 4th and 5th grade to

share. Five chromebooks in each 3rd

grade classroom. Training for teachers

and students. Accounts set up for students

in 2-5.

Purchase new domain

name to shorten it from

saintjohnthebeloved.org

2016-2017 school

year

need to purchase domain name, and

transition.

Internal Assessment

Introduce STEM

Careers. Teacher

professional

development provided

for continued blended

learning

2017-2018 school

year

PD days on-site

Off-site workshops and conferences

STEM Careers

Internal Assessment

Begin offering elective

courses for 8th grade in

place of technology

course

2017-2018 school

year

Teachers need time and training to

develop online electives.

Provide 5 mobile

devices (surface tablets

were suggested instead

of iPads) in each

classroom at

intermediate level, and

evaluate usage in lower

grade levels. If they

will use it, provide it.

In our 5 year

plan, this is

being looked at

for school years

2016-17.

Perhaps we need

to move that up

to 2015-16. We

could move

upgrading os in

lab and library

computers to

2016-17.

Mobile devices and training

STEM Careers

Internal Assessment




Updated Math Program

Our objective is to establish a time-line for improved achievement scores in annual Math

assessments: quantitative reasoning skills, multi-step problem solving skills, math application

and inference skills, charts and graphing skills.

Justification

Middle States goals at St. John the Beloved have centered on Language Arts skills for the past

twenty years. In reaching those goals, we have implemented several successful programs that

include: Step Up to Writing; Reading Counts; Writing Roadmap; Connections

Comprehension and Wonders Critical Reading Program. Our national scores have continued

and continue to reach above average on diocesan and national levels for every grade.

However, our math achievement is an increasing concern across grade levels. Our current

educational materials are:

Out of date

Not aligned with Common Core Standards

Lack integration of technology

Goals

1. To develop a five year plan that will actively and regularly integrate technology within

the math curriculum.

2. To consult with high school principals regarding expectations for success in high school

math.

3. To teach quantitative reasoning skills through increased student engagement in 1:1

learning opportunities.

4. To track progress by collaborative study with CTB McGraw-Hill regarding Terra Nova

scores. Also by tracking achievement scores on 8th grade placement tests.

Strengths:

1. Curriculum is presented in a way that is clearly stated for student understanding and

knowledge.

2. Curriculum is designed so that students are actively involved in the learning process.

3. The faculty is highly qualified, skilled and devoted to teaching the curriculum in a

reverent, respectful, and responsible classroom environment.



4. Formal and informal assessments are aligned with the curriculum and instruction.

5. Communication with parents about student progress is readily available through a variety

of means.

Weaknesses:

1. More opportunities for sharing content information across and between grade levels

regarding scope and sequence.

2. Teachers would benefit from more professional development opportunities targeted to

specific grade levels and content areas.

3. Math classes should be smaller in order to provide more differentiated opportunities to

support students who struggle or excel.

4. Instruction and assessment needs to focus on problem solving, quantitative reasoning, and

higher order thinking skills.

5. Student assessment is aligned with curriculum, but would benefit from a wider variety of

assessment options.

Root Causes:

1. Space limitations

2. Financial constraints

3. Scheduling

4. Staffing

5. Lack of collaborative feedback and discussion between administration and faculty

6. Math technology is lacking



Action Plan Steps and Timeline - Math

Action Plan Step Timeline Resources Needed

Evaluate and choose a

new math series that

will address

instructional

weaknesses, incorporate

Common Core, and

provide up to date

technology components.

By end of May 2014 Textbook samples

Pilot new math series,

McGraw-Hill My Math,

in second and fourth

grade to make final

decision.

Began in 2014-2015

school year with a final

decision being made by

May 2015

Professional

Development days need

to be earmarked for

training in the new

series.

Implement new math

series.

Begin in 2015-2016

school year

New textbooks and all

accompanying teaching

resources

All math teachers will

meet once per trimester

to assure adequate

scope and sequence.

Begin in 2015-2016

school year

Professional

Development for Math

teachers

Additional professional

development days

provided regularly and

built into the school/day

calendar to enhance

teaching strategies for

improving

differentiation and

problem solving skills

in each level (primary,

intermediate, middle).

Begin in 2016-17 school

year and continue on an

ongoing basis.

1. Possible need for

substitutes if training

takes place during

school hours.

2. Facilitators/Presenters



Study additional ways

to accommodate

different learning levels

within the same

classroom.

2016, and going forward Designate faculty to

evaluate and adjust

class schedules if

necessary.

Implement improved

leveled grouping for

math. (leveled

classrooms or possibly

resource pull out

program)

2016, and going forward 1.Possibly additional

staff or change in

allocation of current

staff

2. Designated faculty to

evaluate and adjust

class schedules if

necessary.

Research web-based

quantitative reasoning

programs for 1:1

student engagement

2016 and forward Individual student

Chrome Book purchases

for 5th and 6th grade

students

Pilot 1:1 application and

problem solving

programs

2017-2018 and forward Purchase web programs

and licensing for

student use.

Track yearly

improvement via Terra

Nova scores (teachers

and assistant principal).

Evaluate web-based

learning.

2017 and forward Professional in-service

for

Math teachers and

assistant principal




Religion/Service

Justification

Students at Saint John the Beloved School are taught to live the Gospel. Several independent

opportunities are given to expose students to organizations and causes that need financial

support. Saint John the Beloved students have been very successful in raising funds for the

various organizations. Students are encouraged to participate in service activities, with a

school wide service opportunity given to middle school students each year. In addition, the

2014-2015 school year saw the beginnings of a Service Club after-school opportunity, Kids

Care aimed at grades K-5 and Generation On aimed at grades 6-8.

Based on the responses from teachers and parents who participated in the Middle States

surveys, there needs to be a seamless connector between the teaching curriculum and services

opportunities being offered. Students need to begin to internalize the need for service in

relation to the Gospel message. Therefore, it is important that the Saint John the Beloved

School Community dedicate themselves to educating student in social justice issues which will

lead them to a life-long commitment to service.

In addition, it is the desire of Saint John the Beloved School to develop within students an

understanding of Servant Leadership. Beginning with our student council leadership, we

desire to instill within the students practices of exemplary leadership that will include:

challenging the process; inspiring a shared vision; enabling others to act; modeling the way;

and encouraging the heart.

Goals

1. To develop a five year plan that will actively and regularly integrate service within the

religion curriculum.

2. To provide a broader range of service opportunities at age appropriate levels with

parental support.

3. To develop within students a view of service that is a natural outgrowth of their faith.

4. To align the current religion curriculum and textbooks with planned school-wide

service opportunities.

Strengths

1. Students benefit from school masses/prayer experiences

2. Curriculum connects to school philosophy/mission

3. Emphasis on sacramental preparation

4. Catholic identity evident throughout the building -- in theme and prayer



5. Community is strengthened by the 3 Rs (Respect, Reverence Responsibility) and

6. our Franciscan Values

7. Several service opportunities are in place across the grade levels

8. Establishment of the Service Clubs for the 2014-2015 school year

9. Technology has been weaved into the curriculum

10. Religion instruction is modeled daily

11. Teachers provide a strong foundation of Catholic faith

12. Servant Leadership Model has been introduced to the Student Council

Weaknesses

1. curriculum and textbooks are not aligned

2. textbook needs to be more challenging

3. a lack of variety of assessments

4. more professional development needed

5. lack of service opportunities to understand cultural difference across the grade levels

6. lack of clear integration of service with the overall curriculum

7. parents do not play a role in curriculum development

Root Causes of Weaknesses

1. lack of current, viable resources for religion teachers to use to supplement curriculum

2. and assessment

3. not enough instruction on cultural differences which leads to a lack of cultural

4. appreciation

5. not enough options available for religion textbooks

6. more opportunities for religious professional development along with teacher

7. willingness to participate in the courses

8. at times a lack of parent willingness to help organize and develop service programs



Action Plan Steps and Timeline – Religion/Service

Action Plan Step Timeline Responsibility

Implementation of new

Diocesan Teacher

Catechetical Program

Summer 2015- ongoing Administration

Review current Catholic

Identity practices &

integration of values

Develop Baseline Chart

Spring 2015- ongoing Faculty

Administration

Parent Committee

Establish schedule of

meeting times for religion

teachers

Fall 2015- ongoing Administration

Review and analyze

current curriculum

guidelines on service

Spring 2015 through Fall

2015

Ongoing

Religion Coordinator

Faculty

Parent leadership of

current Service Club

Review current student

council practices in light of

Servant Leadership

Fall 2015-Ongoing Faculty Student Council

Moderators

Review and analyze

current service practices

Spring 2015 through Fall

2015

Parent leadership of

Service Club

Faculty representative

Develop a school wide

plan for expanded service

opportunities K-8

Summer 2015 through Fall

2015

Parent Focus Groups

Teacher representatives

Administrative Approval

Establish level teams (K-2,

Primary; 3-5 Intermediate

& 6-8 Middle) of teachers

& parents to research

opportunities for age

appropriate service

opportunities

Spring 2015 through

Summer 2015

Parent Focus Groups

Teacher representatives

Administrative Approval



Identify varying service

projects aligned with the

curriculum to be

completed by grades 6-8

with the focus “Changing

the World”--

Goal of at least 3 off

campus activities

Fall 2015- ongoing Teacher Representatives

Parent volunteers

Administration



curriculum to be

completed by grades 3-

5.with the focus “Building

Relationships” Begin

transition to off campus

Fall 2016-ongoing Teacher Representatives

Parent volunteers

Administrative support



curriculum to be

completed by grades K-2

with the focus “Raising

Awareness”

In house opportunities

utilizing Buddy System

with higher grade levels

Fall 2016-ongoing Teacher Representatives

Parent volunteers to

develop service projects

throughout the year.

(delete)

Administration

Continue with current

service opportunity for

grade1-8 with goal of

increasing opportunity

Winter 2016

Parent volunteers to


throughout the year

Teacher input






curriculum to be completed

by grades K-4 with goal of

one per year in house

opportunity

Winter 2016 through 2017 Parent volunteers to


throughout the year.

Teacher Representative




curriculum to be completed

by grades 5-8 with the goal

of at least 3 opportunities

per year (one off campus)

Winter 2017- ongoing Parent volunteers



Establish a clear process for

service opportunities that

will be integrated easily

throughout the curriculum

Spring 2018- ongoing Service Parent Volunteers
